French I resource guide [1992]

Resource Guide
Georgia Department of Education . Werner Rogers
State Superintendent of Schools 1992

Federal law prohibits cliscrimiDation on the basis ofrace, color orDational origin (Title VI ofthe Civil Rights
Act of 1964); sex (Tille IX oftbe Educational.AmaJdments of 1972 8nd Tltle n ofthe Vocational Education
Amendments of 1976); or handicap (Section S04 ofthe Rehabilitation Act of 1990) in educational programs or.activities receiving federal financial assistaDce.
Employees, studentsaridthegeneralpublicarehelebynotifiedthatthe GeorgiaDepartmentofEducationdoes not discrimiDate in.8DY cduc:atioaal programs or activities or in employment policies.
TbefollowingiDdiVidualsbavebc:endesignatedastheemployee5JeSP011S1DleforcoordiDatingthedepartment's
effort to implement this DODdiscrimiDaro policy.
Tlt1e n - Billy TIdwell, Vocational Equity Coordinator
Tlt1e VI - Bill Gambill. Associate State Superintendent of Schools. Coordinator Tltle IX -Ishmael CIilds. Coordinator
Section S04 - Wesley Boyd. Coordinator
n. Inquiries cooceming the application of Tlt1e Tlt1e IX 01' Section S04 to the policies and practices of the
department may be addressed to the persOns listed above at the Georgia Department of Education. Twin Towers East,.At1anta 30334; to the Regional Officefor Ovil Rigbts. Atlania30323; orto the Director. Office for Civil Rights, Education Department. Washington, D.C. 20201.

FRENCH I RESOURCE GUIDE
French I Course Number: 60.011
Division of Curriculum and Instruction Office of Instructional Services Georgia Department of Education Atlanta, Georgia 30334-5040 Werner Rogers State Superintendent of Schools
1992

Fcderallaw prohibits discrimination on the basis ofrace, color ornational origin (Tide VI ofthe Civil Rights
Act of 1964); sex (Tide IX ofthe Educational Amendments of 1972 and Tide n ofthe Vocational Education
Amendments of 1976); or handicap (Section S04 ofthe Rehabilitation Act of 1990) in educational programs or.activities receiving federal financial assistance.
Employees, studentsandthe generalpublic areherebynotifiedthattheGeorgiaDepartmentofEducationdoes not discriminate in.any educational programs or activities or in employment policies.
Thefollowingindividualshavebeendesignatedas theemployeesresponsibleforcoordinatingthedepartment's effort to implement this nondiscriminator policy.
Tltle n - Billy Tldwell, Vocational Equity Coordinator
Tide VI - Bill Gambill, Associate State Superintendent of Schools, Coordinator Tide IX - Ishmael Childs, Coordinator Section S04 - Wesley "Boyd, Coordinator
Inquiries concerning the application of T1tle II, T1tle IX or Section S04 to the policies and practices of the department may be addressed to the persons listed above at the Georgia Department of Education, Twin Towers East, Atlanta 30334; to the Regional Offi.ce forOvil Rights, AtIania30323; orto the Director, Office for Civil Rights, Education Department, Washington, D.C. 20201.

----- PLEASE READ THIS DOCUMENT BEFORE STARTING -----
Prepare your AppleWorks Diskette to print the accent marks contained in the Resource Guides.
The following procedures will guide you through making a backup copy of your AppleWorks program diskette and copying the printer files required to print, with accents, the Resource Guides on your printer.
---- PLEASE FOLLOW THE INSTRUCTIONS CAREFULLY
1. Insert ProDOS User's Diskette in Drive 1.
2. Turn on the computer, monitor and printer.
3. Select: F - PRODOS FILER (UTILITIES) from the menu.
4. Select: V - VOLUME COMMANDS from the Filer menu.
5. Select: C - COPY A VOLUME from the Volume menu.
6. Insert your AppleWorks PROGRAM diskette in Drive 1.
7. Insert a blank diskette in Drive 2.
This diskette will be used for printing the Resource Guides. Affix a label to the disk with "AppleWorks Program (Accents)" printed or typed on the label.
8. Copy FROM
The volume in Slot 6 Drive 1
TO The volume in Slot 6 Drive 2.
9. Press Return. aAPPLEWORKS" should appear as the new volume name. If not, type APPLEWORKS.
10. Press Return to begin copying.
11. When formatting, reading and writing are complete, press Escape.
12. Press Escape again to return to Filer menu.
13. Replace your original APPLEWORKS PROGRAM Disk in Drive 1 with volume 1 of a Resource Guide. Leave your new aAppleworks Program (Accents) a in Drive 2.
14. Select: F - FILE COMMANDS.

15. Select: C - COpy FILE(S) .
16a. If you are using an Apple Dot Matrix, Imagewriter or Imagewriter II printer,
Copy FROM
Pathname: /FR.RES.GUI.1/APPLE.PR (for French Guides) or /GER.RES.GUI.1/APPLE.PR (for German Guides) or /SPA.RES.GUI.1/APPLE.PR (for Spanish Guides)
TO Pathname: /APPLEWORKS/SEG.PR
16b. If you are using an IBM or EPSON printer,
Copy FROM
Pathname: /FR.RES.GUI.1/EPSON.PR (for French Guides) or /GER.RES.GUI.1/EPSON.PR (for German Guides) or /SPA.RES.GUI.1/EPSON.PR (for Spanish Guides)
TO Pathname: /APPLEWORKS/SEG.PR
17. Press Return and Filer will verify that the Pathnames and filenames are correct.
18. You will then be asked -DELETE EXISTING FILE?" Be sure you have in Drive 2 the working COpy of AAppleWorks Program (Accents)" you made in step 10 above. This process will permanently alter your disk, and you don't want to do that except on a backup copy.
If all is OK, press "Y- and the file will be copied.
19. Restart the computer with your AppleWorks startup diskette in Drive 1 and a Resource Guides diskette in Drive 2.
20. Anytime AppleWorks requests the PROGRAM disk, be sure to use the diskette -AppleWorks Program (Accents)A that you just created.
21. When you print a file from the Resource Guides disks, you should choose -Accent- printer, NOT Imagewriter, to print to an Apple printer or -Epson Accent- printer to print to an Epson or IBM printer.

Acknowledgments
The Georgia Department of Education contracted with the Foreign Language/International Culture Center of Valdosta State College to produce the French-I Resource Guide. The project manager worked in consultation with the foreign language staff of the Georgia Department of Education.
Grateful appreciation is expressed to the following educators who were responsible for the production of this guide.
Helena Irena Horlbeck Milton High School
Fulton County Schools
Greg Duncan Horst Bussiek Pam A. Ficken Marcia Spielberger Office of Instructional Services Georgia Department of Education
Lee Bradley Project Manager and Editor, Resource Guides
Assistant Professor of French Director, Foreign Language/International Culture Center
Valdosta State College
Illustrations Packet provided by
David Jeffords Giddens, II Social Studies/Language Arts Teacher
Glenn County Middle School
The editor also wishes to express sincere appreciation to Paul Worth and Larry Moore of the Microcomputer Support Center of Valdosta State College, who provided invaluable technical advice for the production of this guide. Special thanks are extended to J. Grady Lacy of the Department of Modern Foreign Languages of Valdosta State College for his expertise in preparing the Imagewriter printers for production of accent marks, and to other faculty members of the Department of Modern Foreign Languages for their support. The secretarial services of Denise Bejarano proved to be the sine qua non.

CONTENTS

Disk Volume 1

Cover Page

. . ..

.....

A1COVER_.WP

Acknowledgements . ..

. . . . . . . . A1COVER . WP

Contents . . . . . . . . . . . . . . . .

A2TABLE_.WP

Introduction . . . . . . . . . . . . . . .

A3_INTRO.WP

Philosophy . . . . . . . . . . . . . . . A4_PHILO

The Planning Process in Learner-

Centered Foreign Language Education .

Suggestions for Teaching

the Cognitive Skills

French Resources

Animals.1 . . . .

ANIMALS1. WP

Animals.2 ..

ANIMALS2.WP

Animals.3 ...

ANIMALS3 . WP

Classroom Objects.1

.

CLASS1.WP

Classroom Objects.2

.

CLASS2.WP

Classroom Routine

CLASS_RO.WP

Disk volume 2

French Resources, continued

Clothing. 1 . . . . . . . . . . . . . .

CLOTHING.WP

Colors.1 . . . . . . . . . . .

COLORS_1.WP

Days, Months, Season.1 .

.

. . . . DAYSl.WP

Days, Months, Seasons.2

.

. . DAYS2. WP

Family.1 . . . . . . . . . .

. . . FAMILY1. WP

Family.2 . . . . . . . . . .

. . . FAMILY2. WP

Geography. 1

.

GEOGRAPH.WP

Rooms of the House.1

. . . . . . . . HOUSEl. WP

Rooms of the House.2 . . . . . . .

HOUSE2.WP

Numbers.1

...

NUMBERSl.WP

Numbers.2 . . . . . . . . . . . . . . NUMBERS2.WP

Parts of the Body.1 ...

...

PARTSI. WP

Parts of the Body.2 . . . . . . . . . . PARTS2 . WP

Time and Time Expressions.1 . . . . . . . . TIMEI. WP

Time and Time Expressions.2 . .

. . TIME2. WP

Disk Volume 3

French Resources, continued

Vacations.1

.

Weather. 1

.

Weather. 2 . . . . . . . . .

. . . VACATIONS.WP
. . . WEATHERI . WP WEATHER2.WP

Selected Bibliography .

Introduction
Georgia's movement toward foreign language curriculum design that focuses on students' gaining a functional command of another language necessitates changes in the ways teachers conceive and implement instruction.
Students must be presented numerous opportunities to practice using the language for real-life application; hence, the creation of resource guides to further assist teachers' interpretation and implementation of the Quality Core Curriculum (QCC).
The activities contained in the Spanish I Resource Guide are correlated to specific goals and objectives of the foreign language component of the QCC. Each activity provides clear and easily understandable information for the teacher or students, as well as specific suggestions for evaluation.
Teachers may use these activities to enable their students to put into practice the goals of the foreign language curriculum as specified in the QCC.
i

Philosophy
Learning a second language benefits all students. Through learning how to listen, speak, read and write proficiently in a second language, students develop communicative skills that are necessary within a global society.
with the ever-increasing interdependence of nations, foreign language study is crucial to the global effectiveness of the United States in education, diplomacy, security and economics. It is also vital to our international understanding and cultural awareness of other peoples.
Given the economic and political imperatives to be better prepared to function in a multicultural setting, learning another language enables students not only to communicate with speakers of other languages, but also to understand the cultural perspective of the people and to become more sensitive to cultural diversity within the course of communication.
The ability to communicate effectively in a second language, in combination with training in other disciplines, is a highly desirable aspect of career preparation. The U.S. Department of Labor's Occupational Handbook observes that in the last decade of the 20th century people will have
1

a better opportunity for employment in any profession if they also know a second language. The presence of more than 1,200 foreign-owned facilities within the state of Georgia, employing more than 85,000 Georgians, signals the necessity of a broader perspective and increased global awareness on the part of all citizens. Moreover, many United States-based firms that are heavily involved in international business maintain their headquarters in Georgia. There exists, therefore, a multinational presence within the state that will continue to need Georgians prepared to work within an international context.
While there are clear national imperatives that relate to language study, there are also many personal benefits that accrue as a result of ,he investment in learning another language. Language students improve study skills as they learn better how to organize, attend to detail, memorize, take notes, spell and develop review techniques. Furthermore, foreign language study provides a vehicle for exercising and extending such cognitive functions as analysis, discrimination, inference, induction and reconstruction. Consequently, the student is able to apply these cognitive functions to other areas with greater facility and insight. Foreign language study also provides a frame of reference for problem-solving and for coping and interacting with other lifestyles and peoples. Continued study of a second language enables students to go beyond
2

functional tasks -- to wonder, to imagine, to create, to decide what is good, enjoyable and necessary for their own lives.
As a result of skills acquired through their language-learning experience, foreign language students perform better than other students on college entrance examinations and other standardized tests. They also generally perform better in classes of English and mathematics than their peers who have never studied another language. Students can gain greater insights into the workings of their native language through seeing its relationship to another language. Enhanced understanding of English grammar and vocabulary is a direct benefit of studying a second language. In the same manner, the skill of analysis, whether an intentional or a subliminal aspect of language study, provides students with a vital key to the understanding of higher level mathematics.
For students to develop a real, functional use of the second language, they must devote at least five to seven years to language learning. Such an experience is most effective if begun at an early age when children are acknowledged masters of language acquisition. Students should have the opportunity to learn foreign languages as early as possible, even from the first year of school, and for as long as possible.
3

For Georgia's youth to be prepared to function within the developing global society, they must be provided a curriculum that enables them to use a second language for effective communication in real-life situations. Therefore, classroom activities and assessment techniques should reflect the practical applications of language usage.
The Georgia Board of Education has adopted the foreign language component of the Quality Core Curriculum (QCC) as its mandated direction for foreign language instruction in Georgia's classrooms. Through its implementation, our students will be taking one of their biggest steps toward becoming globally literate citizens.
4

The Planning Process in Learner-Centered Foreign Language Instruction
From the Classrom to the QCC and Back
Many components have to be brought together to allow successful learning and teaching to take place. The following short guide for planning instruction is designed as a model in the organization of these components. Whatever the planning process chosen by the teacher -- and there is no one exclusively correct method -- there are two basic premises.
1. The nature of the learner, the nature of the teacher and the time allocated to foreign language learning are essential considerations.
2. The interaction between the learner and the teacher in the classroom is crucial to language learning. The teacher is responsible for planning and implementing the foreign language program; the learners carry the results of the classroom experience into their future.
5

The Profile of the Learners

gain awareness of other lifestyles and cultures

gain satisfaction from learning
a second language

feel confident about using the second language

see the purpose in

use the second

what they are doing

language to

THE

communicate real

talk in the second

information

language to each

other as well as

ask questions

to the teacher

and make comments

LEARNERS

as well as

use the second

respond

language to ask

for help or

understand the

explanation

second language

for instruction

receive information

and explanations

about their own

progress

6

The Profile of the Teacher

understands the aim of the
curriculum

takes account of how students learn effectively in the classroom

THE

builds students' confidence in using the second
language'

creates a proper

helps the students

environment in the

see the purpose of

classroom through

what they're doing

posters, maps,

realia

TEACHER

does not inhibit

devises communicative

students' desire to

situations in which

communicate by

students can practice

overemphasizing

language use

correct language

creates "real-life"

increases opportunities

situations in class

for students to interact

by planning activities

uses the second

involving groups and pairs

language as much as

possible for class-

uses material that

room management

appeals to young people

keeps students

informed about

their own progress

7

The Performance Planning Cycle

LANGUAGE
known vocabulary learn new vocabulary known grarranar learn new grarranar
STUDENTS' PERFORMANCE

MATERIALS
pictures slides films tapes songs dialogues charts stories

SKILLS
listening speaking reading writing

EVALUATION
oral testing written testing

ACTIVITIES
individual pair group whole class

8

The purpose of all planning and teaching is to enable the learners to function confidently in the target language, according to their ability and appropriate to the time spent on task.
There are five basic principles to consider in the learners' progress towards a satisfactory performance level in the language.
1. Language - Students progress from the known language to the new language, which includes grammar and vocabulary.
2. Skills - They are integrated as naturally as possible. Culture is expressed by language; it is not a skill.
3. Materials - They are as authentic and as lively as possible. The textbook should be the resource for only a part of the teaching time. The remainder is used for materials that the learners and the teacher bring to class, including human resources (native speakers, field trips, exchange students).
4. Activities - They vary frequently and require different classroom configurations. (see Performance Planning Cycle.)
5. Evaluations - Only what is taught will be tested, and evaluation will be accomplished in various, imaginative ways. Oral testing becomes more important, because oral performance in the target language is the norm rather than the exception.
9

Planning: From the Yearly Program to the Individual Lesson
The Year
The Quality Core Curriculum (QCC) determines the minimum content for each year, according to the level of the learners.
The teacher, who knows the learners' abilities, can determine whether additional topics should be planned and taught. Generally, the textbook should not determine the scope and sequence for one year's work. Authors, by the very nature of the textbook writing process, have an ideal learner in mind or have based the text on a group of learners familiar to them but who may have little in common with the learners at another school. For this reason, among others, the QCC was developed by experienced teachers in the state of Georgia.
The extent to which a teacher exceeds the requirements of the Quality Core Curriculum is ultimately the decision of the individual, keeping in mind the capabilities of the learners. Although the responsibility for such an important decision may be viewed as a problem, it may also be regarded as a privilege to be exercised gladly. Whatever the decision, it is the teacher who must ensure that the needs of the learners are met, so that the learning experience is satisfactory.
10

The Topic (The unit of the course)
Again, the teacher must determine whether the unit of the course meets the QCC requirements and what the goals are for the learners. The following questions will be helpful in evaluating the effectiveness of the topic.

1. Is the vocabulary age-appropriate and recent? Are there too many new items? What is the active vocabulary? What is the passive vocabulary?
2. Is the cultural information current and learner-relevant?
3. Are there enough activities and exercises for all four skills (listening, speaking, reading and writing)?
4. Is grammar dealt with in a way that clarifies its supportive nature to the learner?
5. Are there exercises for the learners to work in pairs and small groups?
6. Are there ideas for tests that reflect the teaching emphases and help the learner?
7. Is there listening and reading material for use by individual learners?
8. Is the suggested time frame realistic for the learner?

The Individual Lesson Plan

Format:

Warm up

Overview

Presentation of new material

Practice

Check

possibly homework

11

Note: In most classroom situations teachers will be able to set a fixed appropriate amount of homework. They should give homework assignments with clear instructions at the end of the lesson before the class period ends and must check homework at some time during the lesson, not necessarily always at the beginning of class or at home. The success of foreign language instruction should not be dependent on homework, because such an approach excludes too many learners.
The foreign language lesson should take place in the target language. If the use of English seems necessary, it should be restricted to closely defined areas of instruction. A constant switch between target language and English does not give learners a comprehensive example on which they can model their own use of the language.
Warm up The scene and the tone of the lesson have to be set.
It may start with a general conversation on a birthday, a game of football, a new piece of clothing, the weather, some previously learned material, some recent news event, etc. Everyone is involved.
12

Overview The teacher should focus on the topic/activity/plan for
the lesson and make sure the learner stays involved. Students should know where the lesson is going and that it has a goal.
Presentation of new material New material may be presented by means of a listening
text, picture, video, reading text, teacher story, etc. Teachers should remember that new words do not prevent understanding and that preteaching is necessary if the text is too difficult.
Comprehension of newly presented material is checked in the target language through different types of exercises (matching, blanks to fill, questions, etc.).
Practice The teacher should arrange activities for all skill
areas in different classroom configurations for the students to practice the new information and the new vocabulary. Grammar may be taught from examples in an inductive way and practiced with examples made up of known materials. The level of ability of the learners will determine how explicit the explanations of grammar will be; in the early stages of
13

language learning, grammar may often be reduced to lexical items.
Check
At the end of the lesson, the learners and the teacher should establish whether they have met the goal that was presented in the overview. An effective strategy for ending a lesson is to introduce very briefly a portion of the next lesson.
The lesson plan presented above is an example that invites variation, because foreign language lessons should never become totally predictable in their sequence. The basic elements are always there, but the learner is kept motivated by being involved in the planning, by being positively reinforced through oral and written encouragement from the teacher (tests), and by being constantly surprised with new variations of the same material.
14

Suggestions for Teaching the Cognitive Skills
In a nutshell, cognitive learning can be reduced to
three aspects: obtaining information, interrelating
information and evaluating information (Fisher and Terry, in
press). Students have a right to be informed about all
three. The term ametacognition n means being aware of one's
own thinking processes. Teachers should take every
opportunity to help students think through their cognitive
processes and feel at ease with the terminology. It is
embarrassing that until recently we have not made thinking a
legitimate focus in the classroom. Obtaining information in
the foreign language class involves the use of all the
senses to bring new ideas and experiences to one's cognitive
awareness. The following suggestions may be useful in
triggering your own ideas.
1. Make the classroom a visual feast to stimulate right brain learning. Put up pictures with a dramatic content that evoke strong emotional responses; use them to teach an expressive vocabulary, to stimulate creative writing, to inspire a skit. Change them frequently.
2. Keep a bulletin board that is sectioned off to invite student-contributed examples of metaphor, simile, onomatopoeia, alliteration and puns in the target language. Students place their examples under the proper heading and gain experience in classifying.
3. Keep maps -- world, regional, city -- on the walls or ceiling for ready access when locating the action of a current event or reading passage.
15

'i
4. Display ad~ in the target language that contain logical fallacies: false analogies, innuendo, stereotyping, loaded words, and examples of bandwagon appeals. Use them as a springboard to discuss faulty reasoning.
5. Create a cartoon corner with examples of humor clipped from foreign magazines; analyze the responses of the class members as to what makes a particular cartoon funny -- or a flop. Post original cartoons drawn by your students. Provide wordless cartoons and invite students to create the captions.
6. Every day put the lesson plan for each period on the board in skeletal formi it will help students see the structure undergirding their learning activities.
7. Find every possible reason for displaying student-created drawings and sketches. Use them to cue pattern drills, to establish in-group jokes, to capture and reshape the essence of a shared class experience.
8. Unleash your spatial creativity by hanging displays, mobile-fashion, from the ceiling. Movable components that stir gently in currents of air show how perspectives can change.
9. Use the ceiling itself. Put the whole solar system over your students' heads or focus in on constellations of stars with their designations in the target language; run the trunk of a paper tree up one wall and spread its branches over the ceiling -- then populate it with flocks of birds to be identified and animals of forest and jungle. Perch a particularly ominous creature directly over the desk of the class clown.
10. Set aside wall space for a permanent "newspaper H to publish poems, artwork, paragraphs, editorials, news items and letters of students from all levels of the language you teach. Run a contest to come up with the best design for the masthead and wittiest logo.
11. Post the lyrics of a "song of the week" in a prominent place; keep a tape of the song playing softly in the background as students enter the classroom; take 10 minutes midweek to teach the
16

song to your students -- they'll develop a rich repertoire 'of music to share.
12. Think three dimensionally. Stand an old coatrack in one corner with an irresistible assortment of odd headgear, jackets, wrap-around skirts, cloaks and umbrellas to help students establish new id~ntities when role-playing.
13. Make sure there are real plants with flowers abloom in your room, just for the sheer aesthetic pleasure of the color and fragrance they provide. Grow an array of herbs in pots to offer interesting textures and odors and to provoke discussions of good things to eat.
14. Above all, keep in mind that where language-learning is the goal, a visually stimulating classroom is not an option, it is a requisite. It supplies images and models -- both print and nonprint -- that motivate students to speak spontaneously; it helps students develop their powers of observation (try adding a new visual in an unlikely area of the room and see how many students can spy it by the end of the class); and it visually reinforced points of target culture.
15. Information is also obtained in the foreign language classroom through listening. Assuming that students cannot produce the correct sounds of the target language if they cannot hear them, turn minimal pair exercises into listening games and give students plenty of opportunity to nplay.n
16. Teach them the clues that native speakers listen for in a stream or oral language to help distinguish person, number, gender and tense.
17. If you live in an area where there is a sizable population of native speakers, invent listening assignments in which your students are sent to public places to eavesdrop discreetly on conversations and bring back linguistic discoveries to share: a new vocabulary word, an interesting idiom, an angry retort, something funny that made everyone laugh.
18. Bring native speakers into the class (in the flesh or on film) and help your students become comfortable with listening for the gist -- the audio equivalent of skimming and scanning.
17

19. Capitalize on the compelling human response to story by telling anecdotes, folktales and ghOst stories; let your students convert the listening experience into another form -- a picture, a dramatic enactment, a poem, a dance.
20. Write audio-motor units to teach oral language and culture through physical response to commands. Make sure that the tape has fascinating background sounds to help establish the dramatic situation.
21. Buy commercially prepared tapes of the sounds of nature (waves crashing, bird calls, the song of whales). Use them to establish an atmosphere for exercises calling for synthesizing, associating and intuitive problem solving. Find tapes that help students identify the paralinguistic features that reveal anger, sarcasm, hostility, joy.
22. Ask your students to make their own tapes of interesting sounds -- a cricket chirping, the wail of an ambulance, a church organ. Then ask class members to identify what they hear -- a wonderful way to motivate vocabulary learning while providing for creative involvement of students.
The second aspect of cognitive learning, interrelating
information, can be enhanced through specific techniques.
Curtain and Pesola (1988, pp. 102-112) give excellent
examples of how a Foreign Language in the Elementary School
teacher can use "thematic webbing" to provide holistic
instruction and tie the content of the foreign language
class to other areas of the school curriculum. Using the
theme of bears, for instance, they suggest activities
ranging from creating a year time line tracing the bear's
cycle of hibernation and activity (science) to making
puppets and enacting a story about bears (art and
dramatics). They also show how the use of Venn diagrams can
18

help even the younge~t language learner to become aware of differences and similarities, and how children can participate in graphing activities to gain experience in classifying and counting.
Another technique, the semantic cluster,n helps students to see relationships among ideas. The teacher gives the class a topic, which the student writes in the center of a piece of paper. Then, for only a minute or two, the students begin to free-associate words, phrases, images and emotions that are called to mind by the topic. They are written randomly around the central word, encircled and connected to the stimulus word by lines to produce the semantic cluster.

TV ads for nose spray

rigidity cucumber

HATE

phone calls that try to sell or solicit

invasion of privacy
terrorism

bigotry junk mail insensitivity

The teacher can put a semantic cluster on the overhead projector and ask students to look for interrelationships. In the above example, it might be seen that tasteless TV ads, unwanted phone calls and junk mail are all invasions of

19

.~

privacy, while rigidity, bigotry and terrorism have definite

links to insensitivity -- and so does invasion of privacy.

Only the cucumbers are left unaffiliated in this semantic

cluster, and a student wit is sure to invent a

semi-plausible interrelation.

A classic source for practice in interrelating ideas is

the analogy. Foreign language teachers at the middle school

level and above can help students connect words with their

meanings through the use of analogies. Teach the

traditional format of the analogy as used in the

SAT (A:B .. C:D). Gradually introduce, with plenty of

examples 1n the target language, the main categories of

analogies (Bencich, et al., pp. 5-6):

a. synonyms

. . cheat deceive

trust believe

b. antonyms

cut

.. bind

destroy build

.. c. abstract to concre patriotism : flag

death : coffin

d. cause and effect

.. rain : growth

sun : heat

.. e. degree of intensity big colossal

dark : ebony

f. class to species

.. car Volvo

dog : Doberman

g. part to whole

.. window house

zipper : pants

h. use

.. hammer nail

scissors cloth

i. large to small

.. whale : dolphin

condor canary

Point out how grammatical clues can be helpful in

identifying true analogies: A noun must have a parallel

noun, not a verb, for instance.
hat : head ... shoe

foot

20

Have students c~eate their own analogies, using words from present and past vocabulary lessons and give an explanation of their analogy.
Still another technique, known as the Frayer Model (illustrated below), helps students identify the essential characteristics and examples that define a word. It also adds a new twist by requiring students to list ngnessential characteristics and provide llQUexamples (Bencich, et al., p.
91)

THE FRAYER MODEL

ESSENTIAL CHARACTERISTICS
1. slender cylinder 2. contains material that
makes a mark 3. used for writing or
drawing 4. pointed

NONESSENTIAL CHARACTERISTICS
1. length 2. width 3. color 4. manufacturer 5. shape

pencil

EXAMPLES
1. mechanical pencil 2. wooden pencil 3. Heath pencil 4. eyebrow pencil

NONEXAMPLES
1. fountain pen 2. ruler 3. felt-tipped marker 4. chalk

These and other techniques that help students learn to interrelate information can be adapted for different levels of cognitive development.
21

The third aspec~ of cognitive learning, evaluating. information, emphasizes critical thinking skills. There could be no better use of class time than helping students develop the ability to think critically about what they see, hear and read in the second language. One caution is essential: when asking questions that call for the use of higher order thinking skills such as analysis, synthesis and evaluation, the teacher must increase the wait time for a student response before redirecting the question to another student. Increasing the usual two-to three-second wait to five seconds has been shown to elicit more detailed answers in a student's native language; for an answer in a foreign language, waiting an additional two or three seconds will encourage a more detailed response.
Another possibility is for the teacher to ask an analysis, synthesis or evaluation question to the entire class and let groups of three or four arrive at the answer. A whole-class discussion of all the answers should follow, with the teacher asking students to label the thought processes that have been used (inferring, comparing, generalizing, identifying cause and effect, etc.). Teachers should be careful to ask some questions that have multiple answers or answers open to several interpretations. This procedure helps students realize that problems do not always have just one solution. It is also important to require students to generate questions themselves, with an emphasis
22

for more advanced stpdents on going beyond the usual

I,~

knowledge or comprehension level questions. Studies have

.1

shown (Eze, 1988) that students who formulate questions that

are later used on their own exams have a better attitude

toward test-taking and demonstrate higher levels of

achievement.

An interesting variation is to give students the answer

and ask them to supply the question that elicits that

response. This switch on the usual classroom procedure

gives students an opportunity to think divergently and

sometimes leads to an unexpectedly humorous answer:

n9_'W'R? The question is, as every American student of

German will know, nDoes your name begin with a 'V,' Herr

Wagner?"

In both reading and listening activities, teachers can

help students sharpen their critical thinking skills.

Identifying the main idea of a paragraph or an oral

presentation is a skill that takes practice; ferreting out

the supporting details requires even more experience.

Students need help in learning how to judge logical

consistency, in making inferences as they read or listen and

in evaluating the accuracy of the implied but not directly

stated idea. Awareness of an author's or speaker's

expressive style is also critical; students must be alert to

the ways that personality and emotion can influence

response.

23

References
Bencich, c., Cosby, P., Hannemann, T., et ale Critical
Thinking Skills in Secondary Language Arts. Brevard County School, Florida: Brevard County School District, 1985. Curtain, H. A. and Pesola, C. A. Languages and Children: Making the Match. Reading, Massachusetts: Addison-Wesley Publishing Company, 1988.
Eze, P. o. The Effects of Student Test Input on Anxiety
Level and Test Performance of Beginning High School Students of French. Unpublished doctoral dissertation. Athens: University of Georgia, 1988. Fisher, C. J. and Terry, C. A. Children's Language and the Language Arts, 3rd ed. New York: McGraw-Hill Book Company, in press.
24

Topic:

Animals I Pets.~

Quality Core Curriculum Function:

Function E

Demonstrates, in oral or written form, some spontaneity and creative language use in response to an oral or written question or situation or a visual

Activity Objective

Students ask and respond to oral questions, identifying names of animals and associating animals with their owners.

Language Needed

A. Content: animal names and animal foods

B. Linguistic Forms: Quelle sorte d'animal ... ? Que ... ? or Qu'est-ce que ... ? manger, avoir; possessive adjectives; subject pronouns

Specific Skills Addressed:

Reading, listening, speaking, writing

suggested Time Frame:

40 minutes

Materials Needed:

Handouts A and B (provided in rough form on following pages
and also in complete form in the Illustrations Packet); cue cards on animals

Procedures
1. Familiarize students with the names of animals and what they eat, using visual cues and having students repeat. This can also be a good activity for oral drills (chain, partners, conversation).
2. Familiarize students with necessary questions and language skills by practicing those forms with the class or in small partner groups.
3. Designate a student who can demonstrate the procedure of the handouts. Student A asks the questions of Student B when Student A is missing the information on her handout and vice versa.

25

4. Divide students,in partners, and distribute Handout A to one student and Handout B to the other student in each partnership. Have students ask each other the appropriate questions and write their partner's response in the empty spaces. Make sure that the students do not show their handouts to each other, since doing so would negate the purpose of the activity of asking for and receiving information orally.
Evaluation Methods
Move about the classroom to answer questions and to monitor the activity. Points could be awarded for students' active participation, asking for information and giving a response. Stop the activity before too many students have finished to avoid off-task behavior among the faster students. Repeat the questions on the handouts, eliciting oral responses from the class as a whole or from small groups.
Springboard Activities
1. Ask students to write a paragraph, giving the information learned about their partner's sheet.
2. Challenge students to make up their own versions of the handout sheets, with names of people and pets' names.
3. Have students estimate how much a particular animal eats or how often, playing "Mon oeil!" ("Nonsense!") Example: Give a quantitative statement, and ask students if it is reasonable or not.
Teacher: Un singe mange 2 000 bananes en un jour. Student: "C'est possible" ou "Mon oeil!" (quelle
blague! )
Source: Adapted from Wechselspiel, Langenscheidt, Berlin, Muenchen, 1986.
NOTE: Paired handouts for Student A and Student B follow on the next two pages. Because of the electronic format required for this resource guide, there is no artwork included on the computer version of this activity. However, reproducible hard copies of the handouts are included in the Illustrations Packet.
26

Handout for Student A

A:

Quelle sorte d'animal a M. Lenotre?

B:

II a une souris.

L'etudiant A ecrit une souris dans la grille sous Ie nom

de M. Lenotre.

A:

Et qu'est-ce que sa souris mange?

B:

Elle mange de la farine.

M. Lenotre

M. Appert
picture of a cat

Marie
picture of a hamster

Jean

Antoinette
picture of a bird

M. Carton
picture of a dachshund

Pierre

Louise
picture of a poodle

Charles

MIle Mounet
picture of a pig

MIne Renard

Georges

Luc
picture of a monkey

Valerie

Toi

Ton ami

?

?

27

Handout for Student B

A:

a Quelle sorte d'animal M. Lenotre?

B:

II a une souris.

L'etudiant A erit une souris dans la grille sous Ie nom

de M. Lenotre.

A:

Et qu'est-ce que sa souris mange?

B:

Elle mange de la farine.

M. Lenotre
picture of a mouse

M. Appert

Marie

Jean
picture of a goldfish

Antoinette

M. Carton

Pierre
picture of a snake

Louise

Charles
picture of a rabbit

MIle Mounet

MIne Renard
picture of a horse

Georges
picture of a dog

Luc

Valerie

Toi

picture of

a bird

?

Ton ami
?

28

Topic:

Animals/Pets.2

Quality Core Curriculum Function:

Function D

Responds in oral or written form to a structured question (yes/no, either/or) presented orally or in writing about
real, personal experiences

Activity Objective:

Students will read for understanding basic information about pets.

Language Needed

A. Content: names of animals, descriptive adjectives (color, size, personality), numbers

B~ Linguistic Forms: present tense verbs, possessives, pronouns, adverbs

Specific Skills Addressed:

Reading, writing

Suggested Time Frame:

20-30 minutes

Materials Needed:

Handout of letter, chart handout, evaluation form handout (attached)

Procedures

1. Preorganize the reading selection by having students seek basic information in the letter handout: type of document (letter), dates, places, peoples' names, topics.

2. Have students skim the letter for basic information. Ask "advanced organizer" questions such as, "What's it about?" "How many animals are described?" -What's the family like?"

3. Ask students to re-read the letter for deeper comprehension.

4. Have students complete the chart (handout) with the requested information, which is to be found in their reading.

29

Evaluation Methods Check student comprehension by using the third handout (attached), which is a series of statements to be marked True/False. For more evaluation of student comprehension, create a series of questions for students to answer concerning the information provided in the letter handout. Springboard Activities 1. Ask students to write a letter about their own pets, real or imaginary. 2. Read the letter aloud or have it recorded by a native speaker and then have students identify to whom each pet belongs, thus converting this reading activity into a li~tening activity.
30

Handout 1 (Letter)

Bordeaux, Ie 12 juin 1990

Chere Christine, Comment ~a va? Moi, je vais bien. Je suis contente de
lire de tes nouvelles. Aujourd'hui je vais te parler de nos animaux. Notre
farnille aime bien les animaux. Chaque personne a son propre animal. Mon pere a un chien. II s'appelle Medor. Medor a treize ans. II est petit, long, et noir, avec des pattes marron. Ma mere a un oiseau qui s'appelle Tattine. II fait du bruit et il- aime bien chanter, surtout Ie matin, quand nous voulons dormir. II aime chanter sa chanson favorite tres tot Ie matin. C'est une chanson de Bonjour. Tattine est bleu et son bec est jaune. Mon frere cadet adore son serpent. II s'appelle Adam. II est tres long et tres beau. Je n'aime pas les serpents, mais Adam est tres joli, parce qu'il a beaucoup de couleurs. Moi, j'ai un joli chat doux, Mathieu. Mathieu est blanc et il a une patte noire. II aime chasser les souris dans Ie jardin. Quelle horreur! II mange des souris depuis deux ans.
Voila la description de nos animaux. Maintenant, a ton tour! Ecris-moi et dis-moi de tes animaux.
Bien a toi,
Suzanne
31

Handout 2 (Chart)
QU'est-ce que tu comprends?
After reading the letter to Christine, fill in the chart with the requested information.

Person

Pet Pet's Name Age Colors Adjectives

[NOTE: Teachers may wish to simplify this comprehension evaluation form by completing some of the cells in the grid before distributing the sheets to the students. Also, the basic information can be changed and a totally new reading or listening activity created.]
32

Handout 3 (True/Fals~ Quiz)
Respond with VRAl if the statement is true according to the letter from Suzanne. Respond with FAUX if the statement is incorrect or was not included.

1. Suzanne est la soeur de Christine.

2. Suzanne a un oiseau.

3. Le pere a un chien.

4. L'oiseau est blanc et il a une queue noire.

5. La famille a six animaux en total.

6. Le chat aime manger les serpents.

7. La famille aime bien les animaux.

8. Le chien est l'animal Ie plus age.

9. Le serpent a deux ans et demie.

10. Le serpent a beaucoup de couleurs.

11. Suzanne connait les animaux de Christine.

12. L'oiseau s'appelle Tatinne.

13. La soeur a une souris blanche.

14. Voila 4 ans que Ie chat est dans la famille.

__

15. Le chien est un berger allemand.

33

Topic:

Animals/Pets.3

Quality Core CUrriculum Function:

Function E

Demonstrates, in oral or written form, some spontaneity and creative language use in response to an oral or written
question or situation or a visual

Activity Objective

Students ask and give information about lost and found pets.

Language Needed

A. Content: names of animals; descriptive adjectives (color, size, personality); adverbs of time; assez (rather);
numbers

B~ Linguistic Forms: present tense of verbs (etre, avoir, avoir l'air .. ); possessive pronouns, simple expressions of emotion (je regrette, malheureusement, je suis content); past tense of voir and perdre (as lexical items) .

Specific Skills Addressed: Speaking, reading, writing

suggested Time Frame:

One class period

Materials Needed

Transparencies A, B, C and D and Student Handouts 1 and 2 (described here at the end)

Procedures

1. Help students brainstorm information and vocabulary needed to describe lost or found pets (type of anminal,
color, size, sex, age, name, etc.) Put all the contributions on a transparency as students participate. (The result will resemble Transparency A, suggested below.)

2. Show Transparency A, and have students copy words from the transparency onto Handout 1.

3. Have students complete Handout 2.

4. Read the dialogue on Transparency B with a model student. Ask students to then practice this model conversation with each other in pairs.

34

5. Display Transpa~ency C and choose a model student with whom to create the dialogue. Students may again pair off and practice the dialogue, following the cues from the transparency. Have students change partners every two minutes or so.
6. Then display Transparency D and play the role of an attendant at the animal shelter. First ask basic questions (Qu'est-ce que vous cherchez? Qu'est-ce que vous avez perdu? Comment s'appelle votre animal?, etc.) of various students. Then model the conversation as a whole with one selected student. Students may then practice being the interviewer and the interviewee in pairs.
Suggestion: To forms pairs very quickly, simply have students count off (1, 2; 1, 2), forming pairs as they count. Students in small classes may be paired off merely by having them arrange their desks in two straight rows facing each other. More interesting, but requiring more time and some advanced preparation, is to have the class members draw number slips from a box into which will have been placed sets of slips numbered 1 or 2.
Evaluation Methods
Role play with students the different situations dealing with lost and found pets. Or, have students write or ad lib a situation in which they are asked to include certain questions or information. Evaluate them on communication, use of vocabulary, fluency, pronunciation and variety of linguistic forms used.
Springboard Activities
1. Ask students to bring to class a picture of an animal and a written description on a 3x5 card. Display the pictures, distribute descriptions of the cards and have students try to match the description with the picture. (writing, reading)
2. Read the descriptions of the pictures and have students identify the animal being described. (listening)
3. Have students role play certain situations, such as asking a parent for a pet or buying a pet in the store. (speaking)
35

4. Let students play Go Fishing, using a deck of homemade cards with animal pictures on them. Depending on the time available for creating the deck of cards, you may have books" of two, three or four cards representing each animal. Students will use phrases such as 00 you have a giraffe?" Give me all your elephants or Give me a monkey.

vocabularY

Typical Pet Names

Chiens:

Napoleon, Gypsy, Touffu, Pierrot, Mickey, Frolic, Duc, Rome, Ricky, Fernand, Medor, Fide'le, Flika, Rin-Tin-Tin

Chats:

Felix, Calin, Calinou, Mufti, Poussi, Noirot, Tigre, Pom-Pon, Grominet, Mimi, Izidore

Oiseaux:

Jeannot, Titi, Maurice, Josephine, Lily

Personnalites: bonne garde, affectueux, drole, amusant, badin, aimant les enfants, mechant, doux

Adjectifs:

tigre, pommele, robe (coat) grise et noire,
couleur sable, robe (coat) claire et fine,
vaccine, portant collier, nain, pedigree inscrit (registered)

Races:

berger allemand, chien courant (Beagle), chien d'arret (pointer), chien de chasse (sporting dog), caniche, setter irlandais, basset allemand (dachshund); un chiot (puppy); siamois, persan; un chaton (kitten)

36

Sample of Transparency A (Brainstorming) (Actually made in class using student contributions)

Charlemagne

court

petit

vieux

Patrick

gris

blanc

doux

long

bleu

bec

Mona

oreilles

Otto

Max

mechant grand
Felix noir vert
pattes queue

yeux

Medor

37

'l'ransparency B

Model Dialogue

Mon chien est perdu! - - - -

------\

Qui est perdu?
- -- - - - - - - - - /
/

Mon chien,

Mickey. \

-

-

-

-

-

-

--

-

-

\

Oh, je regrette. est-il?

----- ------ /

/

II est grand, blanc

et noir, et il a

quatre ans.

\ ----------- - \

Comment

C'est vraiment dommage, mais je n'ai pas vu de chien comme <;:a.
- - - - - - - - - - - -/
/

Merci,

madame

(M). \-

-

-

-

-

-

-

-

-

--

-

\

Au revoir, et bonne chance!

38

Transparency C Guided Dialogue

Announces pet is gone - - - - - - - - - - - - - - \

-

-

-

-

-

-

-

-

-

-

-

-

-

-

Asks
-/

for

clarification

/

Restates with more

information

\ -- --- ---- -- \

Understands; asks for a

- - - - - - - - - - - / description

/

Describes pet (age,

color, personality) \

- - - - - - - - - -\

Responds either positively or

-

-

-

-

-

-

-

-

-

-

-

negatively -/

/

Says thanks and

farewell

\- - - - - - - - - -

\

Says farewell and wishes success

39

Transparency D

Guide pour Ie dialogue au chenil municipal

Que cherches-tu? Qu'est-ce que tu as perdu?
Nom (Comment s'appelle-t-il?
Tail Ie (De quelle taille est-il?)
Couleur (De quelle couleur est-il?)
Personnalite (Comment est-il?)
Temps (Quand l'as-tu vuela derniere fois?)
Adresse (Quelle est ton adresse?)
Numero de telephone (Quel est ton numero de telephone?)

chat Noirot petit noir doux
hier

chien

serpent

Flika

Mathieu

grand

long

champagne marron

gai

taciturne

ce matin mardi passe

40

Student Handout 1

Groupez les mots associes avec les animaux.

Animaux

Noms

Couleurs
I I I I I I I
Description physique

Taille
Personnalite
I I I I I I I

41

Student Handout 2
Write a notice for the bulletin board to publicize A. a lost pet B. a found pet ON CHERCHE ... (Animal) (Couleurs) (Taille et description)
=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-
Trouve (Animal) (Couleurs) (Taille et description)
42

TOpic:

Classroom Obiects.l

ouality Core Curriculum Function:

Function B

Develops listening, speaking, reading, and written skills to communicate in the classroom about recurring events and functions

Activity Objective:

Students will learn to associate the name of things directly with the object.

Language Needed

A. Content: names of basic classroom objects. (They may be introduced in this activity.)

B~ Linguistic Forms: Ou est/sont .. ? Voici.... Voila; definite articles or indefinite articles or both

Specific Skills Addressed:

Listening, speaking, reading, writing

suggested Time Frame:

30 minutes

Materials Needed
Labels for all classroom objects (Labels can be made on pink/blue color-coded paper to indicate gender in a more visual way. Labels may be made from post-it notes; however, larger construction paper labels would be more helpful for students to refer to during this activity and for later in the term if they are permanent on the objects.)

Procedures
1. Introduce or review classroom objects orally by pointing to, touching or picking up each object as you name it. Students may repeat the name of each object several times.
2. Distribute labels to students so that each student or pair of students has one label. Then ask where a particular object is and ask the student with that label to hold up the label announcing possession of it. (Example: Teacher--Ou est Ie bureau? Student--Voici Ie bureau.)

43

3. Collect the labels, shuffle them and redistribute or

have students exchange labels. Repeat the

.

question-and-answer dialogue, perhaps letting students ask

the question and having the respondents tape the label to

the appropriate object as they answer.

4. After all the objects have been labeled, have the students copy the words into their notebooks and sketch the object next to it (rather than an English translation!) to prepare for home study. By sketching the object rather than writing the English translation, students should associate the word more directly with the object, bypassing the
time-consuming act of translation.

Evaluation Methods
Informal evaluation takes place in Steps 2 and 3, above. Formal evaluation can be accomplished in a variety of ways. CalIon students who are holding the object or the label, and have students ask or answer a question about the tSlootuuccadhtei,notnos rorepfsipctohkneduopwbajinethco,t,bjOpeocutii,n, tvisnaogyiilnadguI,reinDgbVuotrhiecaeiuaIDenoswbruerDre.NaounP,. Dovionti,ci Ie bureau," going over to the new object if your identification was incorrect.

Springboard Activities
Give commands or have students give commands, telling class members to touch certain objects in the classroom. If colors have already been presented, commands can include them as well.

44

Topic:

Classroom Objects.2

I

ouality Core Curriculum Function:

Function E

i{fj."'l.,'

Demonstrates, in oral or written form, some spontaneity and

creative language use in response to an oral or written

question or situation or a visual

Activity Objective:

Students identify classroom objects.

Language Needed

A. Content: names of classroom objects

B. Linguisitic Forms: Qu'est-ce que c'est? C'est un/une ... ; indefinite articles

Specific Skills Addressed:

Reading, writing, speaking

suggested Time Frame:

One class period

Materials Needed
Labels for the items in the classroom to be identified; Handout #1, the grid of objects, and a set of numbered cards; Handout #2, a list of scrambled words

Procedures
1. Before class starts, label in the target language the objects in the classroom that you want students to learn to identify.
2. Give each student a copy of Handout #1, on which are drawings of the various classroom objects. Have students circulate throughout the classroom, find the labeled objects and copy the name of the objects in the grid block of Handout #1 that shows that object.
3. Then pair students to quiz each other on the names of the objects, asking, -Qu'est-ce que c'est?- and answering, for example, -C'est une chaise.-
4. As a follow-up exercise, after students are familiar with the names of the objects, distribute Handout #2, a list of scrambled vocabulary words. Make a contest out of this activity, giving a prize to the student who first unscrambles all the words.

45

Evaluation Methods

Prepare a grid displaying the objects to be identified.

Number each block of the grid and prepare a set of numbered

cards. Draw a number card from the pile and ask, for

example, DNumero 6, student to respond,

qu'est-ce que c'est?R, for example, RC'est un

calling bureau.

Ron

a

This evaluation/review may also be done by students in pairs, quizzing each other to see which student can identify the most objects correctly.

Springboard Activities
Have students prepare their own Bingo card with the names of the objects in the target language written in the grid (5x5) instead of numbers. Provide a master list of objects (with the article) that students can use to complete their cards. It is preferable to have a list of more objects than there are blocks in the grid, thus assuring a variety of arrangements on the different students' cards. After students have prepared their individual card, callout the names of objects at random until a student has checked off a complete row or complete column. If you wish, you may prepare a set of index cards, each containing one vocabulary word, drawing random cards from the set and pronouncing them as students check their grids.
Another way to approach this activity is to hold up the picture of an object (instead of calling its name), saying RRegardez, qu'est-ce que c'est?n If the student sees the picture of a flag, for example, he searches on his individually prepared Bingo card for the word crayon, checking it off.
Another direction for this activity asks each student in the class to contribute to the ~ingo game by announcing to the class the name of an object. In this way, students have an opportunity to speak and even make sure they win.
This activity can be extended by asking students ~o respond to various questions about the objects: nCombien de dictionnaires [y a-t-il] dans la salle de classe?n nDe quelle couleur est Ie drapeau?R, etc.

46

Sample Handout #1

QU'est-ce que c'est?

[Note that drawings are to appear in this handout, provided
in the Illustrations Packet. You may decide to make a larger (5x5) grid.]

11

'12

I

I

I drawing of I drawing

I a book I of a pencil

I

I

I

I

I

!

15

16

I

I

I trash

I pencil

I basket I sharpener

I

I

I

I

!

I

19

110

I

I

I student I tape

I desk I

I

I

I

I

113

14

I

I

pen

projector

I

I

I

I

117

18

I

I book

stapler

I shelf

I

I

I

3 chalkboard
7
paper
11 tape
recorder
15
screen
19
paper clip

14 I
I chalk
I
1
I I 18 I
eraser
12
chair
16
flag
notebook

47

Sample Handout #2

QU'est-ce que c'est?

Directions: Unscramble the names of the common classroom objects you have learned. 1. beurua 2. rapudae 3. yonrac 4. rino blatuea 5. seachi

[Note: Complete the list with vocabulary words that have been taught. J

48

TOpic:

Classroom Routine

Quality Core Curriculum Function:

Function B

Demonstrates, in oral or written form, some spontaneity and creative language use in response to an oral or written
question or situation or a visual

Activity Objective
Students analyze a typical school week and make inferences about the visual presented to them. They will use time, days of the week and school subjects as basic vocabulary.

Language Needed

A~ Content: school subjects, telling time, days of the week, basic verbs of school activity (go, study, etc.)

B. Linguistic Forms: present tense

Specific Skills Addressed: Reading, speaking

Suggested Time Frame:

30 minutes

Materials Needed:

Student schedule provided as a handout, taken from Illustrations Packet

Procedures

1. Reproduce copies of the handout for each student or prepare an overhead transparency.

2. Before the students examine the visual, prepare them with the necessary vocabulary and structures that will be needed to discuss the activities and studies shown in the
visual.

3. Have students read the time schedule presented in the visual and prepare to discuss its details. They should be able to respond to questions about the information presented and to create questions to ask of other students.

49

Evaluation Methods
Evaluate students informally during the exercise by seeing which students can discuss the information with an acceptable level of proficiency. Formal evaluation may take place during an oral or written quiz as students answer specific questions, using the information presented in the visual.

Suggested Questions for Discussion

A quelle heure est la premiere classe d'Henri?

Quelles langues etudie-t-il?

Decrivez les heures de son laboratoire.

Cornbien de fois par semaine va-t-il au cours

d'education physique?

Quand Quand

fait-il va-t-il

aIelajogbgibinligo?theque?

Cornbien de temps a-t-il pour Ie dejeuner?

Pourquoi n'a-t-il pas de class Ie mercredi apres-midi?

Aimez-vous l'horaire Quel jour ne va-t-il

pirarsegauslaiecrela

d'Henri? Pourquoi? sse de maths?

Springboard Activities
1. Have students use the format provided or a similar format of their own creation to draw up their personal academic schedules.
2. Assign students to use this sort of format to interview a partner to determine what that partner does during the week and what the partner is studying.
3. Adapt the information given, masking out about half the information provided on the original visual to create Sheet A and masking out the other half of the information on Sheet B. With students working in pairs, one armed with Sheet A and one armed with Sheet B, have them interview each other to learn what information is not included on their own sheet to complete the full schedule.
4. Use this format to introduce the vocabulary of other subjects. Class hours may be changed; the typical 24-hour clock notations may be substituted; leisure activities may be included.
Cultural Note: Remind students that no classes are scheduled for Wednesday afternoons in France.

50

Topic:

Clothing. 1

Quality Core Curriculum Function:

Function E

Demonstrates, in oral or written form, some spontaneity and creative language use in response to an oral or written question or situation or a visual

Activity Objective
Students respond realistically to basic questions using topical vocabulary; give sentence descriptions using appropriate adjectives; express likes and dislikes in single sentences using concrete vocabulary on clothing, colors, weather, etc.
Language Needed
A. Content: basic clothing terms, colors, adjectives of size, weather, activities appropriate to specific clothing
B. Linguistic Forms: etre, agreement and placement of adjectives; appropriate action verbs and verbs of like, dislike and preference, in present tense

Specific Skills Addressed: Suggested Time Frame:

Listening, speaking 30 minutes

Materials Needed
Three sets of old clothing (three pairs of pants, three sweaters, three T-shirts, three jackets, three pairs of shoes, three hats, three skirts, etc.)

Procedures
1. Review clothing vocabulary, using pictures, overhead transparencies, students' apparel or props (doll clothes, children's clothing, etc.). As each piece of clothing is identified, elicit statements from students regarding color, size, appropriate weather, season or activities for each article. Examples:
De guelle couleur est ce short? Tu aimes cette chemise verte? Quant est-ce qU'on porte un anorak?
51

aUn anorak est une veste de sport, impermeab~e et
capuchori.Ce T-shirt est grand ou petit? Tu aimes mieux les T-shirts qui sont grands ou petits?, etc.
2. Divide the class into three teams, assigning each team its own pile of clothing placed at the front of the room. Each pile of clothing should contain the same basic items and be within the students' vocabulary range. The more color or silly the items, the better they like them.
3. Have each team send one person to stand behind its assigned pile of clothing. Callout the name of an article and ask the students quickly to find and put on the appropriate article of clothing while you note the order in which the members of the three teams finish. Points may be awarded, such as three points for the first, two for the second and one for the last. Then tell each student, in order of his or her completion of the first task, must make a statement about that article of clothing before returning to the team huddle. Points may also be given here, based on appropriateness, creativity and complexity of the statement. You may want to assign a student to write these statements on a transparency for later summary or review.
4. Repeat Step 3 until all students have had at least one turn to find and put on an article of clothing.
5. If a transparency of the students' statements was made, you may want to summarize the lesson by going over the statements with the class.
Evaluation Methods
Informal evaluation occurs throughout this activity. For more formal evaluation at the end of the activity, try the following exercise. (A) Hold up selected articles of clothing and have students identify them and give a statement about each (in oral or written form). Be sure to give students more practice activities before any written evaluations. (B) Hold up selected articles of clothing, making a statement about each item and having students write yes or no to agree or disagree with the appropriateness of your statement. (C) Describe an activity or weather situation and challenge students to identify appropriate clothing (orally or by selecting answers from a multiple choice format).
52

Springboard Activities 1. Divide students into groups of four to five. Give each group a slip of paper designating a vacation spot, dates of the vacation and suggested activities. Have each group make a list of appropriate clothing to pack for this vacation, including a statement noting the proposed activity for each item to be packed. This writing assignment can be turned in or discussed in class. If it is shared orally, it might encourage listening skill development if the presenting group is instructed in advance NOT to mention the destination, so that the other groups might guess the vacation spot. 2. Pack four or five suitcases or paper sacks for imaginary people of varying ages, interests and vacation destinations. Or assign student groups to do this, using your suggestions or determining their own "traveller's identity." When students bring in the packed suitcases, you may want to check them in advance for appropriate contents. In class, distribute the suitcases to groups of students (no group receiving its own suitcase), explaining to students that there was a luggage mix-up at the airport. Each group must go through the contents of its suitcase and try to determine a profile of the owner and the vacation destination.
Adapted from an activity created by Judy Lewis, Stan Moor and Lynn Swanson, Spanish teachers at Pope High School.
53

TOpic:

Colors. 1

Quality Core CUrriculum Function:

Function E

Demonstrates, in oral or written form, some spontaneity and creative language use in response to an oral or written question or situation or a visual

Activity Objective

Students learn to give sentence descriptions using color adjectives

Language Needed
A. Content: selected colors (about 12-14); names of various objects found in a classroom or among student possessions
B. Linguistic Forms: placement of adjectives; c'est un ... j c'est une ...

Specific Skills Addressed: Writing, speaking, listening

Suggested Time Frame:

20 minutes

Materials Needed:

Index cards with various pairs of color names on each; timer

Procedures

1. Briefly review names of colors that students will be using in this activity.

2. Divide students into groups of four to five. Let each group select an index card on which is printed a pair of colors (in the target language), one common color (such as
red) and one less common color (such as pink) .

3. Give students three minutes to gather from among their personal possessions or from the classroom as many objects as they can that are predominantly of their assigned colors.
Set the timer.

54

4. At the end of the search period, instruct each group to prepare a list in the target language of the items they~have found. If they do not know the word for an item, they may use the textbook glossary or a dictionary, if they have been given instruction on dictionary usage. Or they may simply use un objet ... or une chose ... or un truc... Allow five minutes for this task. 5. Have each group then present its assembled objects to the class, reading from the list (Voici un livre rouge; ce sont des fleurs roses, etc.). Award two points for each object correctly named and one point for each object presented but not specifically identified. The group with the most points wins. If you wish, you could allow other groups to earn an extra point for naming each object that the presenting group could not.
Evaluation Methods Informal evaluation is provided by students' lists, presentations and peer corrections.
Springboard Activity Let individual students choose five objects from their hunt and write one sentence about each. Sentences may relate to their like/dislike of the object, the use of the object, other descriptions of it, where it is usually found, etc. Grammar note: Remind students that color adjectives from -fruits" (such as orange, citron, cerise, marron) are invariable.
55

TOpic:

Days, Months, Seasons.!

Quality Core Curriculum Function: Function A
Understands and produces memorized sequences in oral and written form.

Activity Objective
Students recite in sequence the months of the year, ask the date of one's birthday, and respond to that question.
Language Needed
A. Content: names of the months of the year; numbers 1-31
B~ Linguistic Forms: Quel est Ie mois de ... ? Quelle est la date de ... ?; possessive adjectives

Specific Skills Addressed:

Listening, speaking

Suggested Time Frame:

One class period

Materials Needed

Authentic calendar from the target country; handout of scrambled words, (provided in this activity)

Procedures
1. Present the months of the year orally and in sequence. If the words are presented later in written form, tell the students that the months are not capitalized in French.
2. Model for the students the month of your birthday: Mon anniversaire est en juillet. (C'est Ie 23 juillet.)
3. Drill orally: Quel est Ie mois de ton anniversaire? Quelle est la date de ton anniversaire? Mon anniversaire est en maio
4. Group the students to quiz each other about the month of their birthday. They should take turns asking each other the questions and giving the appropriate response.

56

5. Have students record the birthdate given by each person in their group. They will later be responsible for responding to questions about the birthdate of particular persons in their group.
Quel est Ie mois de l'anniversaire de Marie? Son anniversaire est en ....
6. Record several of the students' dates on an overhead transparency and then lead the class in an exercise, such as
Le 7 octobre, c'est l'anniversaire de ... ? or Le 7 octobre, c'est l'anniversaire de qui?
7. Have individual students respond with
Le 7 octobre, c'est l'anniversaire de Marc et aussi de Louise.
8. For a writing exercise, show a transparency (or a handout) with the months of the year scrambled and not in sequence. Have the students unscramble the names and write them in sequence. Give a prize to the student who finishes first.
Evaluation Methods
For informal evaluation, have students recite, in turn, the sequence of the 12 months as you calIon individuals one after the other. They may also be asked to write the months of the year. Finally, ask them to respond to questions related to birthdates.
Springboard Activities
1. Have students design and produce their own -theme" (sports, tourist spots, cities, animals, etc.) calendar in the target language/culture, writing days and months in the language. Students may illustrate each month with a scene depicting the theme they have chosen. They may also label the objects in the illustrations. Remember to tell your students that calendars in French generally show lundi as the first day of the week.
57

2. Ask students to identify important days on their calendar, in the target language: Christmas, Yom Ki~pur, Thanksgiving, birthdates of friends and family members, national holidays. 3. Give extra credit to students who wish to research and identify import.ant days in various Francophone countries.
58

Sample Transpareny or Handout Scrambled months
1. arms 2. auto 3. bermevon 4. ilujelt 5. ami 6. vrjnaie 7. toecrbo 8. pebersmet 9. micbedre 10. unji 11. referiv 12. vilar
59

Topic:

Days, Months, Seasons.2

Quality Core Curriculum Function: Function A
Understands and produces memorized sequences in oral and written form

Activity Objective

Students recite sequences, such as days of the week and months of the year. Students repeat basic questions, asking them of another student. Students respond to visual cues.

Language Needed

A. Content: days of the week; months of the year; numbers 1-31; selected holidays

B. Linguistic Forms: Quels sont les jours de la semaine?

Quels sont les mois de l'annee?

Quelle est la date de

?

C'est Ie 3 janvier. (e.g.)

Quel jour sommes-nous?

Nous sommes Ie

avril. (e.g.)

Nous sommes lundi. (e.g.)

Specific Skills Addressed: Suggested Time Frame: Materials Needed:

Listening, speaking
30 minutes
Large wall calendar (in French, if possible); handout of French calendar

[Note that a copy of a French calender for 1992 is included in the Illustrations Packet.]
Procedures
1. Review the days of the week and the months of the year orally and in sequence. Remind students that the French week begins with lundi.
2. Using the large wall calendar, point to various days of the week and ask in French, nQuel jour sommes-nous?n Do the same with the months: nQuel mois sommes-nous?n
60

3. Review the structure for giving dates in French, and after asking, AQuelle est la date aujourd'hui?- in Frenph, point to various other dates on the large calendar to elicit students' responses as they practice telling the date.
4. Distribute a handout of a French calendar. Say a particular date (Ie 4 octobre) and have the students tell you the day of the week for that date, according to the calendar.
5. Have students circle important dates/holidays on their calendars. You may specify them or let students choose or both. Then ask in French:
Quelle est la date de Noel Noel, c'est quel jour cette annee? Ton anniversaire, c'est quel jour? Quel jour de la sernaine est-ce que les vacances comrnencent? etc.

Evaluation Methods
Informal evaluation takes place throughout this activity. For more formal evaluation, repeat Steps Four and Five with individual students or in a written format. Students can also be required to recite the days of the week and the months of the year in sequence for a formal evaluation.

Springboard Activities
1. To practice the topic of days (and perhaps telling time), distribute and discuss a typical school schedule of a French student. Questions might include -Quels jours Chantal a-t-elle une classe de maths?n or "A quelle heure est-elle dans la classe d'anglais?"
2. Have students identify major school holidays on the calendar handouts. Instruct students to mark particular days on the calendar (for example, Ie deuxieme lundi d'octobre) and recite the day of the month (C'est Ie 10 octobre). A brief discussion in French about differences and preferences regarding the school calendar can follow.

Cultural
nen huit

Note: jours

n

huit jours- (for

-In a (for a pr

week- is length of ojection

often expressed in French by time required) or by -dans into the future). nTwo weeks

n

is often given as -quinze jours.-

61

Topic:

Family. 1

ouality Core Curriculum Function: Function B
Demonstrates, in oral or written form, some spontaneity and creative language use in response to an oral or written question or situation or a visual

Activity Objective:

Students learn to discuss the topic of family members by responding to questions.

Language Needed

A. Content: vocabulary on family members (see end)

B~ Linguistic Forms: descriptive adjectives, present tense of verb forms, demonstrative adjectives, possessive adjectives, numbers

Specific Skills Addressed:

Listening, speaking, reading, writing

Suggested Time Frame:

Two class periods

Materials Needed:

Photographs or pictures representing various family members

Procedures

1. Ask students in advance to collect photographs of family members or to cut from magazines pictures that represent family members.

2. Introduce the vocabulary concerning family members and present model sentences that introduce them: AThis is my aunt A, etc. Model statements, questions, and vocabulary are
attached at the end of this section.

3. Then ask students to present some of their own pictures, using your model.

4. Have students write a description of their favorite family member.

62

Evaluation Methods

A written evaluation rnay take the form of a short quiz, in which students complete items such as

1. Mon parent favori est mon/rna

2. II (Elle) s'appelle .

3. II (Elle) ales yeux .

4. II (Elle) ales cheveux

5. II (Elle) a

ans.

6. II (Elle) est tres

.

7. II (Elle) habite .

8. II (Elle) aime .

Springboard Activities
Divide the class into student groups of four or five. Have students in each group place a picture and a written description of one of their relatives on a poster board. Ask students to study the various pictures and descriptions, preparing to answer questions. Examples: Who has a blond cousin? Who likes to swim? Who lives in New York?

Useful vocabulary

Family Members

Descriptive Words

Ie pere la mere Ie frere la soeur l'oncle la tante Ie cousin la cousine Ie grand-pere la grand-mere Ie mari, l'epoux la femme, l'epouse

grand (e) petit(e) gris(e) rnaigre sympathique airnable gentil, gentille intelligent (e) genereux, -euse amusant(e) ennuyeux, -euse vieux, vieille jeune blond(e) brun(e) roux, rousse noir(e)

Verbs
etre avoir habiter aimer detester preferer lire faire du ski jouer de la guitare jouer au tennis voyager etudier

63

Typical Questions
Comment s'appelle ton (ta) ... ? Quel age a-t-il? Quel age a-t-elle? Comment est-il (elle)? Quelle est la couleur de ses yeux? II (Elle) ales yeux

Quelle est la couleur de ses cheveux? II (Elle) ales

cheveux

__

Ou est-ce qu'il (elle) habite?

Qu'est-ce qu'il (elle) aime faire?

Qui a un cousin aux cheveux roux?

Qui a beaucoup de talent?
Qui habite a New York?

Est-ce que l'oncle de Guillaume ales yeux noisette?

(invariable adj.)

64

Topic:

Family. 2

Quality Core Curriculum Function: Function A
Understands and produces memorized sequences in oral and written form

Activity Objective
Students respond to visual cues for members of the family and repeat basic questions, asking them of another student.
Language Needed
A. Content: vocabulary for family members (see Family.l) B~ Linguistic Forms: third person singular of s'appeler (il s'appelle);possessive adjectives

Specific Skills Addressed: Listening, writing, speaking

Suggested Time Frame:

20 minutes

Materials Needed

Teacher-made tape (sample script provided); overhead transparency or large poster of family tree (see sample); family tree outline (handout)

Procedures
1. Record (or have a native speaker record, if possible) a monologue describing a family. A sample script is provided.
2. Review the vocabulary for family members, using a large poster or an overhead transparency of a family tree as a visual aid to be sure that students understand family relationships.
3. Give students the handout to fill in while listening to the tape. Go over the pronunciation of various names on the handout if necessary before beginning the tape to ensure that students will recognize them. (Michel versus Michelle will depend upon the person who records the script.)

65

4. Play the tape once or twice, depending on the students' ability. Tell students they will only have to comprehend names of various family members to complete this activity; total comprehension of all details is not the goal at this time. However, if appropriate, include the second handout at a later date.
Evaluation Methods
Ask or have other students ask questions such as Comment s'appelle la soeur de Michel/Michelle? Comment s'appelle son frere?
to verify students' answers and to practice oral use of this vocabulary and the function of asking questions.
Springboard Activities
1. Ask students to write one sentence about each family member, based on subsequent replays of the tape. The second handout is provided for this activity.
2. Have students draw their own family tree with name labels. If appropriate, they may write one sentence about each family member. By putting these sentences into paragraph form, students could supply family information to a prospective exchange student coming to stay with them. They might also make a tape recording of their written paragraph to hand in for an oral evaluation.
3. Describe orally your own (or imaginary) family (or choose a very capable student to describe his or her family). Have students draw and fill in the family tree based on this description. For a more student-active and elaborate family tree exercise, use names of students in the class and assign them to various family roles. As the students hear their own name mentioned in the description of the family being read to them, have them pick up a sign indicating their family status (pere, soeur, oncle, etc.) made in advance by the teacher and stand in the appropriate place to form a life-sized family tree in the classroom. By describing a family with lots of cousins, the entire class could become involved in this activity.
66

Sample Tape Script (to be recorded)
Bonjour! Comme tu sais, je m'appelle Michel(le), et je vais te decrire rna famille. J'habite une rnaison en banlieue avec mes parents, mon frere cadet et rna soeur ainee. Mon petit frere s'appelle Benoit et il a sept ans. II aime jouer au football avec ses amis. Ma soeur Monique a 16 ans et elle va au lycee pres de chez nous. Elle adore la musique rock, surtout les groupes americains. Monique et rna cousine Helene vont toujours aux concerts de rock. Helene et son frere Serge habitent un appartement en ville avec leurs parents, 'rna tante Louise et mon oncle Gilbert. Mon cousin Serge a huit anSi mon frere et lui, ils aiment jouer ensemble. Ma tante Louise travaille dans une banque en ville et mon oncle Gilbert est journaliste. Mes parents travaillent en ville aussi. Ma mere, qui s'appelle Therese, est professe~r. Mon pere, Paul, travaille dans un bureau. D'habitude, ils prennent Ie metro pour arriver en ville. Mes grands-parents habitent la campagne. Nous leur rendons visite Ie weekend. Mon grand-pere s'appelle Henri. II ne travaille plus; il reste a la rnaison avec rna grand-mere Pauline. Voila c'est rna famille.
67

Handout A

You are going to live with a French family for one month this summer. Your French friend has sent you a tape recording describing his or her family to you.

Listen to the tape and fill in the family tree below with
the names of the family members. These French PRENOMS are
listed below in alphabetical order to help you with the spelling.

Benoit Gilbert Helene Henri Louise Michel (Michelle)

Monique Paul

Pauline

Serge

Therese

rna grand-mere - - -

- - mon grand-pere

I

I

I

I

I

I

1--1

rna mere- -

mon pere-

-I I

I-rna tante - - - - - -mon oncle

I

I
mon frere

I

I

moi

rna soeur

I
mon cousin

I
rna cousine

68

Handout B
Now that you've heard details of Michel(le}'s family, write one sentence about each family member to help you get to know them before your arrival in France. 1. Sa soeur 2. Son frere 3. Sa m,ere 4. Son pe, re 5. Sa cousine 6. Son cousin 7. Sa tante 8. Son oncle 9. Sa grand-mere 10. Son grand-pere
69

Topic:

Geography. 1

Quality Core Curriculum Function: Function E
Demonstrates, . in oral or written form, some spontaneity and creative language use in response to an oral or written question or situation or a visual

Activity Objective:

Students describe locations on a map.

Language Needed

A. Content: geography expressions (compass directions, topographical features); prepositions of location

B~ Linguistic Forms: present tense of various verbs

Specific Skills Addressed: Reading, speaking

Suggested Time Frame:

30 minutes

Materials Needed

Handouts A, Band C (provided); wall map of a Francophone country or textbook map

Procedures

1. Review the vocabulary for compass directions and the geography (rivers, mountains, lakes, cities, etc.) needed
for this activity and then distribute Handout A. Help students organize for the activity by having them name various features they see. Other questions appropriate
would be

Ou voudrais-tu habiter dans ce pays? Ou est-ce que tu ne voudrais pas habiter? Ou est-ce que ton amie voudrait habiter?

2. Ask all students to stand, and in order for them to be seated again, require that they give the location of a place on the map, as in the example below.
La riviere des amoureux est a l'ouest du lac des
levres.

70

3. Have students complete Handout B with the appropriate responses.
4. Then use a real map and follow the same procedures.

Evaluation Methods
Handout C may be used for a formal or informal evaluation. Ask students to state a location of two cities, for example and have another student make a sentence using the same cities.
Dijon est au nord d'Avignon. --Avignon est au sud de Dijon.

Springboard Activities
1. Have students make their own imaginary country, draw a map and make up exercises similar to those in Handout B for a partner to complete.
2. Read several statements referring to a particular map, and challenge the students to decide if the statement is true or false.

Selected vocabulary

nord au nord de au nord

est

a
a

l'est l'est

de

sud au sud de au sud

un fleuve (to the sea) une rivere (to a fleuve) les montagnes un val, un vallon, une vallee
un lac
un ocean la frontiere une ville un village une foret

pres de
alocinotedede
sur

aaoulle''sootuueesstt de

71

Handout A (See Illustrations Packet)

Carte du pays du coeur

Map of the Land of the Heart

La Montagne d'Esmeralda

Esmeralda Mountain

Les Montagnes du Bon Vivant Playboy Mountains

La vallee de l'anneau

Wedding Ring Valley

Le lac du mariage

Marriage Lake

La ville de la haine

Hate City

Le lac du philtre d'amour

Love Potion Lake

La foret de Tristan

Tristan's Forest

Le fleuve du divorce

Divorce River

La Capitale de l'Arnour

Love Capital

La vallee du coup de foudre Love-Struck Valley

Le village des parfums

Perfumetown

Le lac des levres

Lip Lake

La ville de la sirene

Vamp City

72

Handout B

Completez les phrases avec les mots correctes.
au nord, au sud, a l'ouest, a l'est de (du, de 1', des,
de la ... )

1. Le lac des levres est sireme.

ville de la

2. Le lac du philtre d'amour est _________ ville de la haine.

3 . La foret de Tristan est parfums.

village des

4. La capitale de l'amour est _ _ _~

d u ~ . l a c

mariage et ________________________ville de la sirene.

5. Valentin est

lac du mariage.

6. La vallee de l'anneau est parfums.

village de

7 La ville de la haine est d'Esmeralda.

la montagne

8. Le lac des levres est mariage.

lac du

9. La vallee du coup de foudre est ________________Valentin.

Completez la phrase.

1.
2.
de l'Amour.

est au sud de Valentin.
est a l'ouest de la capitale

3. 1 'Amour.

est au nord de la capitale de

4. _____________________________est a l'est du lac du philtre
d'amour.

5. divorce.

est sur Ie fleuve du

73

Handout C Carte physique de la France

Repondez en francais:
se trouver = etre

se trouve = est

1. Ou se trouve Le Havre?

2. Ou se trouve Orleans?

3. Ou se trouve Marseille?

4. Ou se trouve Bordeaux?

5. Ou se trouve Lyon?

6. Ou se trouve Strasbourg?

7. Ou se trouve Tours?

8. Ou se trouve Paris?

74

Topic:

Rooms of the House.l

Quality Core Curriculum Function: Function E
Demonstrates, in oral or written form, some spontaneity and creative language use in response to an oral or written question or situation or a visual

Activity Objective

Students manipulate memorized materials to create descriptions of their living situations in homes or
apartments.

Language Needed

A~ Content: vocabulary for rooms of the house, prepositions of location
B. Linguistic Forms: etre, Ou est ... ?, prepositional
phrases

Specific Skills Addressed: Listening, speaking

Suggested Time Frame:

20 minutes

Materials Needed

Transparency of a floor plan (see Illustrations Packet), small cutouts, each in a unique shape, of various people or family members and animals (to form silhouettes when placed
on the transparency in a particular room) .

Procedures

1. Using the transparency of a floor plan, review the rooms of the house with students. Continue with questions such as

C'est la cuisine?
C'est la chambre ou Ie salon? Et cette piece, qu'est-ce que c'est? Quelle est cette
piece?

75

2. Introduce the cutout silhouettes (by name or usinQ family member vocabulary or perhaps figures in the shape of household pets) and place one figure in a room on the transparency floor plan. Asking questions such as
Est-ce que la mere est dans Ie salon? Est-ce que Ie garcon est dans la cuisine ou dans la
Ochuamesbtre?Ie garcon?
Have students tell the location of the figure. Move the figures from room to room or place different figures in different rooms until all rooms are known by the class.
3. Divide students into groups of four to five. Have one student in each group write on a note card a room of the house indicating where he or she is. Ask other members of the group to guess which room has been selected by asking a yes/no question. (e.g., Tu es dans la salle de bains?). Let the student who guesses the correct room choose a room, writing the selection on a note card or on scratch paper. Continue the round for three to five minutes, until all students have had a chance to Ahide" themselves in the house.
Evaluation Methods
To evaluate listening comprehension, use the transparency of the floor plan, placing a figure in the room and making a statement about the location of the figure. Have students respond (in written or oral form), based on the truth of the statements.
To evaluate speaking skills, use the transparency of the floor plan, placing a figure in a room and asking a student to say aloud where that figure is.
Springboard Activities
1. Ask students to draw a floor plan of their own home or of their dream horne. Rooms should be labeled in the target language. More capable students might write a few sentences describing the various rooms. (Example: There are three bedrooms. The kitchen is very modern. The living room is next to the dining room. The bedroom is far from the bathroom. The bathroom is on the second floor [premier etage] .)
76

2. Let students may practice asking questions as they place the silhouette figures in the various rooms.

Cultural Note: An American two-story house may have a ground
floor rez-de-chausee and a second floor un etage. A
typical American house does not have a second floor; there may only be a ground floor.

Vocabulary

Les pieces de la maison

Ie la

salon salle

a/

la sall manger

e

de

sejour

la salle de bains

Ie foyer

Ie garage

la cave

la terrasse

la chambre d'enfants

la chambre (a coucher) la cuisine
I 'armoire l'office (pantry)
Ie sous-sol Ie grenier
Ie balcon

77

Topic:

Rooms of the House.2

Quality Core Curriculum Function: Function E
Demonstrates, in oral or written form, some spontaneity and creative language use in response to an oral or written question or situation or a visual

Activity Objective
Students respond realistically to basic questions using topical vocabulary concerning the rooms of a house. They learn to manipulate memorized materials to fit different situations.

Language Needed
A. Content: names of the rooms of a house (see Rooms of the House.1); numbers
B. Linguistic Forms: Combien de ... ? Ou est/sont ... ?
Est-ce qu'il ya ... ? II y a un/une/des ... II n'y a pas de ..

Specific Skills Addressed: Suggested Time Frame:

Listening, speaking, reading, writing
20 minutes

Materials Needed:

Floor plans of various houses

Procedures
1. Review the names of the rooms of the house, using a transparency (copy provided in the Illustrations Packet, Rooms of the House.1). Ask questions, similar to those listed below, to practice vocabulary and structures needed for this activity.
2. Write questions on the chalkboard or transparency for easy student referral.
Combien de pieces est-ce qu'il y a dans la maison? Combien de chambres est-ce qu'il y a dans la maison? Combien de salles de bains est-ce qu'il y a dans la maison?
78

a Ou est la cuisine?
Est-ce qu'il y un garage? Est-ce qu'il y a un grenier? Est-ce qu'il y a un etage? (a second floor)?
3. Divide students into pairs. Distribute sample floor plans so that each student in a pair has a different plan. (Teachers will need to copy and then cut out the individual floor plans to the blackline master provided in the Illustrations Packet, Rooms of the House.2.) Have students ask each other questions to determine the differences in their floor plans.
Evaluation Methods
For informal evaluation, circulate and listen to pair practice. For formal evaluation after the students have had time to practice the oral questions in paired groups, assign pairs to write answers to the questions (thus forming a first draft of a descriptive paragraph of the floor plan) while you circulate to evaluate. For formal oral evaluation, have each pair ask and answer one question each. For more capable students, have each student describe his or her floor plan in two or three sentences, using the questions as a guide (Function F of the QCC). Written paragraphs can also be collected for a grade, if desired.
Springboard Activities
1. Distribute a full-page handout containing two to four floor plans (Rooms of the House.2, from the Illustrations Packet) and describe each floor plan in the target language as students listen for details and identify the floor plan being described.
2. After presenting typical abbreviations used in real estate ads and showing students copies of ads, ask students to write their own ads based on their own homes, imaginary home, or specific floor plans (such as those found in magazines and newspapers). Student pairs can then trade ads and question each other about details not found in the ad to determine their possible interest regarding future purchase or rental.
3. After they are familiar with typical abbreviations found in ads, divide students into pairs (realtor and interested buyer). Distribute to all realtors a multiple listing of ads (see Illustrations Packet). Have buyers state their desires and realtors respond and suggest alternatives, based on ads. Ask buyers to decide whether to visit any of the houses or apartments.
79

Topic:

Numbers. 1

ouality Core Curriculum Function: Function A

Understands and produces memorized sequences in oral and written form

Activity Objective

Students demonstrate understanding of spoken numbers in the target language by repeating correct numbers as they are shown by teacher and peers.

Language Needed

A. Content: numbers 1-20 or 21-40 or 41-60 or 61-80 or 81-100

B~ Linguistic Forms: basic instructions, such as "Count from 1 to 20"; Comptez de __ jusqu'a
Repetez apres moi.
Qu'est-ce que c'est? Bien / tres bien / pas tout a fait.

Specific Skills Addressed:

Listening, speaking

Suggested Time Frame:

30 minutes or less

Materials Needed:

Squares of papers with numbers

Procedures
1. Model correct pronunciation of numbers (in the range to be learned in this lesson), while pointing to or holding up the numbers produced on the visual.
2. Have students repeat numbers in unison, alternately in small groups and finally as individuals until everyone can repeat successfully.
3. Using the squares of paper with the numbers on them, asks students to identify the numbers in normal order, in reverse order and in random order.
4. Group students by teams of four for small group practice for a few minutes.
5. At the end of the practice session, calIon students to recite the numbers in the orders practiced.
80

Evaluation Methods
Assign a speaking quiz grade. Tell students in advance if the activity is to result in a grade.
Springboard Activities
1. Start with any number, point to a student and have him or her pronounce it. Then, g1v1ng cues (count up or count down), point randomly to other students to continue the sequence. After a few numbers, reverse the sequence. Select another starting number and repeat the procedure. 2. Callout a number and have another student recite the next higher number or the next lower number, according to the initial instructions. Or have a student callout the first number.
Cultural Note:
OneR is designated with the thumb, and the palm is toward the speaker. Two is the thumb and the index finger, still with the palm toward the speaker, etc. When making the sheets of paper with numbers, be sure to write them in the way that native speakers write them 7 with a bar through the stem, for example.
81

Topic:

Numbers.2

Quality Core Curriculum Function: Function C

Reacts appropriately in uncomplicated social situations

Activity Objective
Students learn to use numbers that are required for use of the telephone and to memorize essential phrases necessary on the telephone.

Language Needed
A. Content: numbers 1-100 B~ Linguistic Forms: none

Specific Skills Addressed: SUggested Time Frame: Materials Needed:

Listening, speaking, reading
10-30 minutes
Attached handout/worksheet or a similar one created by the teacher

Procedures
1. Familiarize students with the numbers 1-100 and the correct pronunciation of the words on the worksheets.
2. Group the class into pairs and explain the worksheet, -The Perfect Secretary.- Have students -dial" a phone number at random by calling out to their partner. The partner must answer within 10 seconds by announcing the name of the company (museum, hotel, etc.) called. Give responders one point for each correct answer and callers one point for each incorrect answer.
3. After partnerships are established, have one of the partners callout a number. The responding partner listens to the number called, consults the sheet and responds, for example, Allo, ici Air France. Repeat this process three to five times. Let partners reverse roles for three to five calls, as appropriate. Have students place a checkmark or an X in the column they are playing to identify a point for themselves.

82

4. Let students continue the activity for as long as is appropriate. Allow students to get a new sheet and anew partner if a lot of time is to be spent on working with numbers. Since the list may be too long for some students to check through in 10 seconds, consider letting students work on the handout in sections.
Evaluation Methods
While students work with the activity, circulate among them and check for correct pronunciation. Check student accuracy and involvement by evaluating the number of points students accumulate.
Springboard Activities
1~ Use any category of telephone numbers and agencies to establish similar worksheets: hotels, department stores, tourist centers, museums, restaurants, etc.
2. Teach students a set dialogue to complete the call, such as those below.

A. 45.71.41.14 A. M. Martin, s'il vous plait. A. Merci. Au revoir.

B. Allo, Hotel Concorde
B. II n'est pas lao
B. Je vous en prie. Au revoir.

83

Le secretaire parfait / La secretaire parfaite

Etablissement

Manche Telephone 1 2 3 4 5 6 7 8 9 10

Le Printemps

42.62.50.00

Office de Tourisme

47.23.61.72

Air France

45.35.61.61

Air-Inter

45.39.25.25

Orly - Aeroport

48.84.32.10

SNCF (Societe
Nationale des Chemins de Fer)

45.82.50.60

Palais Ornnisports 43.46.12.21

Poste centrale

42.33.71.60

S.O.S. Medecins

47.07.77.77

Information meteo 36.69.01.01

TFl-relations publiques

5.38.67.68

Swissair

47.42.15.96

Office de tourisme 45.02.14.10 du Quebec

Objets trouves

45.31.14.80

Carte Bleue Paris 42.77.11.90

SPA (Societe protectrice des animaux)

43.80.40.66

84

Topic:

Parts of the Body.!

Quality Core Curriculum Function: Function B

Demonstrates, in oral or written form, some spontaneity and creative language use in response to an oral or written question or situation or a visual

Function F

Gives written and oral descriptions of two to four sentences of the known and concrete environment, given a topic or visual aid

Activity Objective

Students respond to basic questions using appropriate vocabulary of the topic of parts of the body.

Language Needed
A. Content: vocabulary concerning parts of the body; numbers 1-10
B. Linguistic Forms: Combien de ... a mon monstre?; possessive adjectives

Specific Skills Addressed: Suggested Time Frame:

Listening, speaking 25 minutes

Materials Needed

Teacher-made transparency or handout copies of the drawing of a "monster,A which is included in the Illustrations Packet.

Procedures

1. Briefly review vocabulary of the parts of the body.

2. the

Show students drawing of the

the transpa Amonster.

rency or Describe

t

htheehaDnmdoonusttecroDpiines

of

detail. (Mon monstre a trois jambes, etc.)

3. Ask questions of the students about the Dmonster. D (Combien de bras a mon monstre?, etc.)

85

4. Group the students into pairs and instruct them to ask and answer questions of each other, using sentences you~have just modeled.
5. Instruct the students to draw their own version of the Rmonster D at their desks.
6. After sufficient practice, have student volunteers give short descriptions of their own Rmonster.-
Evaluation Methods
For informal evaluation, circulate during paired practice and during volunteer oral descriptions. If further evaluation is needed, have students write a paragraph of four or five sentences below their drawing, which they can turn in as classwork or homework for a written grade or for a formal oral presentation.
Springboard Activities
1. Have students give their monsters a name in the target language, writing that name below or above their drawing. Collect all drawings and place several in view of the class (taped to the chalkboard or on the wall or a bulletin board). Give an oral description of one of the drawings on display and have students identify by name which monster you are describing. This activity can be done as a game or as a listening comprehension activity.
2. Select student artist(s) to go to the chalkboard. Have individual members of the class contribute one-sentence descriptions of a monster for the artists to draw. Continue with student contributions until the monster is Rcomplete. D
3. Working with a chalkboard drawing, give descriptions and have a different student add a feature by adding the description to the drawing. If colors are known and if colored chalk is available, the drawings could be even more interesting.
86

Topic:

Parts of the Body.2~

Quality Core CUrriculum Function: Function A

Understands and produces memorized sequences in oral and written form

Activity Objective:

Students respond to visual cues to learn parts of the body.

Language Needed

A. Content: names of parts of the body (to be introduced here); avoir

B. Linguistic Forms: Qu'est-ce que c'est? C'est un .... C'est une .... Combien de .... ?

Specific Skills Addressed:

Listening, speaking, reading, writing

Suggested Time Frame:

20 minutes

Materials Needed
Labels for parts of the body (large enough for students to see from their seats), laminated if possible; color coordination (blue for masculine; pink for feminine) is suggested. Handouts of a drawing of a person (provided in the Illustrations Packet).

Procedures
1. Ask for a student volunteer to be the amodel" to whom labels will be attached. If you have no volunteer or do not feel comfortable involving a student, you may use an overhead transparency or a drawing on the chalkboard.
2. With a pointer, indicate the various parts of the body, giving the word several times or identifying the elbow (for example) by a sentence. Involve the students as you proceed by frequently reviewing, asking Qu'est-ce que c'est?. Also ask Combien d'oreilles (e.g.) est-ce qu'il a? The point of these questions is for students to repeat the new vocabulary as much as possible.

87

3. When all parts of the body have been identified, take the prepared labels one at a time and, after demonstrating with the first one, ask various students to tape the label on the model or on the visual. When the model is completely covered with labels, distribute a handout of a drawing of a person and instruct students to copy the labels onto their handout for all the parts of the body, including the gender marker. (The model will have to copy a classmate's handout later.)
4. Have various students remove a label from the model as another classmate calls out a part of the body.
Evaluation Methods
Using the Ade-Iabeled A model, point to the various parts of the body and have the class orally identify each item. This is the only evaluation necessary at this point, since this is only an introductory activity. More practice and usage is necessary before formal evaluation takes place.
Springboard Activities
1. Use labels to identify parts of the face. Instead of using a live model to teach the parts of the face (many of which would be too small to label), make a large drawing on poster board or on the chalkboard for taping of labels. Handouts of drawings of faces are included in the Illustrations Packet for student use.
2. Teach and sing the old camp song "Head, shoulders, knees and toes." Have students touch each part as the song is sung. With each repetition of the verse, leave out a noun and hurn to replace that word, until the entire verse is just humming. Then, for the last verse, sing all words. A possible translation:
Tete, epaules, genoux, et pieds, et pieds; Tete, epaules, genoux, et pieds, et piedsi Les yeux, les oreilles, la bouche, et Ie neZi Tete, epaules, genoux, et pieds, et pieds;
3. Give commands to students to point to various parts of the body as they play AJacques dit ...
Examples: Montrez-moi Ie genou. (Students do not move.) Jacques dit: Montrez-moi Ie pied. (Students touch foot.)
88

TOpic:

Time and Time Expressions.l

Quality Core Curriculum Function: Function E
Demonstrates, in oral or written form, some spontaneity and creative language use in response to an oral or written question or situation or a visual

Activity Objective:

Students give time of day with time expressions.

Language Needed
A. Content: time (according to the clock); verbs dealing with daily routine
B. Linguisitic Forms: first, second and third person singular and third person plural of verbs dealing with daily routine (dormir, prendre), diner, etre, and il faut rentrer); a quelle heure est-ce que ... ?, jusqu'a ... , pendant.

Specific Skills Addressed: Suggested Time Frame:

Listening, speaking, reading 40 minutes

Materials Needed:

Survey forms included as a handout

Procedures

1. Before class, copy survey forms and check a different category at the top of each form so that there is basically an equal number of schedules for each of the three categories.

2. Briefly review telling time and ask a few questions
concerning the time that certain activities are usually performed. Examples: A quelle heure est-ce que tu arrives a l'ecole? Jusqu'a quelle heure est-ce que tu fais tes devoirs Ie soir?

3. Distribute the schedule sheets and instruct students to form three groups, according to the category checked at the top of their handout. Have students in each of the three
groups decide which class members each student will survey, writing the names of those students in the space provided on

89

the form. Depending on the class size, each student will interview three or four students, including himself or~ herself. Be sure that all students in the class are accounted for and will be interviewed.
4. Have students circulate to survey other class members by asking all of the questions on their survey form and filling in the answer of each student interViewed.
5. When the students have finished surveying their assigned classmates, reconvene groups to tabulate the results. Examples (in the language): 10 students sleep until 9 a.m. on weekends; eight students sleep until noon; seven students have dinner at 7 p.m.; 13 students are in bed at 11 p.m.
6. Ask volunteers from each group to present oral reports of their findings. This reporting to the class might be more interesting if each group reports findings from the first question, then the second question, etc., until all groups and all questions have been reported orally. Start a discussion regarding differences in groups reports by asking questions like the following (in the language); Why do people have dinner later during vacation? Do a lot of students or only a few students get up early?
Evaluation Methods
For informal evaluation, circulate during the survey time and during oral reporting of results. Written reporting of individual or group results could be collected for a formal written evaluation. Formal oral evaluation can occur by requiring each group member to make a statement in front of the class or by the teacher's asking each student a specific question about the results collected.
Springboard Activities
1. Make statements regarding the time that you do a particular activity mentioned on the survey (or any other activities that may be substituted), and have the rest of the class guess whether this statement is true for the school week, the weekend or vacation time. (Or select a student to make the statement.)
2. Adapt this survey to a variety of situations by changing the questions and the time periods. For example, design surveys for different seasons, asking about preferred activities, sports, foods, clothing or vacation spots.
90

Sample Handout A

Enquete:

...pendant la semaine scolaire? ...pendant Ie weekend? ..pendant les vacances

Etudiants------>

Jusqu'a quelle heure est-ce que tu dors ...
A quelle heure est-ce que tu prends Ie dejeuner.
A quelle heure est-ce qu'il faut rentrer ...
A quelle heure est-ce que tu dines ...
A quelle heure est-ce que tu es dans ton lit ...
Les resultats

91

Sample Handout B
Enquete: __en hiver __au printemps ou en automne __en ete
Etudiants------->
QU'est-ce que tu aimes faire dans ton temps libre? Quels sports est-ce que tu preferes? QU'est-ce que tu aimes manger ou boire? Quels habits est-ce que tu portes?
au est-ce que tu
preferes voyager? Les resultats
92

Topic:

Time.2

Quality Core Curriculum Function: Function A
Understands and produces memorized sequences in oral and written form

Activity Objective:

Students respond to visual cues and learn to tell time in French.

Language Needed

A. Content: numbers 1-60; selected verbs (on handout sheet, attached)

B. Linguistic Forms: Quelle heure est-il? II est .... ;
first person singular of selected verbs (see handout sheet, attached); A quelle heure ... ?

Specific Skills Addressed: suggested Time Frame:

Listening, speaking, reading 25 minutes

Materials Needed
A demonstration clock (cardboard, paper plate or pizza round with movable hands), which can be homemade or purchased from a teachers' supply house or through materials catalogues; handouts and transparency made from handout (in Illustrations Packet)
Procedures
1. Using the demonstration clock, review telling time with students. Be sure to use a variety of times and provide for choral, group and individual responses.
2. Place the tr.ansparency on the overhead or distribute the handout and points to appropriate pictures while making statements in the target language about the times the activities usually take place. Examples:
Je dors jusqu'a 6 heures. Je pars pour l'ecole a 8 heures moins dix. Je vais chez moi a 3 heures et demie.

93

3. Distribute the handout (exactly like the transpar~cy, but with the sentences for student completion added below each picture -- see attached handout sample for suggestions) and instruct students to complete the sentence under each picture with the appropriate time based on their personal schedule.
4. When students have completed the handout/worksheet, ask individual students questions to elicit the complete sentence response under various pictures.
5. For more student practice and interaction, place a copy of these questions on the overhead projector or chalkboard and have student pairs practice asking and answering these questions.
Evaluation Methods
Informal evaluation occurs in step four above. For more formal evaluation, (1) ask students the questions without their referring to the pictures or to the handout, (2) point to a picture on the transparency and have Student A ask Student B the appropriate question, thus evaluating both students at one time or (3) ask questions of individual students and cue a specific time for the student to use in the answer, using the demonstration clock.
Springboard Activities
1. Have students write a short paragraph by taking sentences directly from the handout, possibly adding other details that are appropriate to their vocabulary level.
2. Ask students to recite short narratives of their daily activities and schedule, based on sentences from the handout or in the paragraph suggested above.
3. Add small clock faces (without hands) to each of the pictures on a master ditto, for distribution to students. Then read a narrative, instructing students to draw the hands on each clock according to what they hear. Student responses can be verified by their reading each sentence in the first person singular or by changing each verb form to the second person singular. For further practice, give students an additional copy of the handout and let them work in pairs, with Student A giving oral narrative to Student B and vice versa. Oral verification could involve practice of the third person singular form of the verbs.
94

Handout (see Illustration Packet)

I1

I

I

I

I getting out of

I

bed

I

I

I

I

I

I
I Je me leve a...

I

I

I4

I

I

I

, leaving for school

A QUELLE HEURE ... ?

2

3

eating breakfast

getting dressed

Je dejeune a...
5
leaving school for home

Je choisis mes
habits a...
6 doing homework

Je pars pour
l'ecole a
7 having dinner

Je rentre a la maison a...
8 watching TV

Jedfeaviosirms eas ...
9
going to bed

Je dine a...

Je te

leregaar.d.e.

la

Je suis dans mon
lit a...

95

TOpic:

vacations. 1

Quality Core Curriculum Function: Function B
Demonstrates, in oral or written form, some spontaneity and creative language use in response to an oral or written question or situation or a visual

Activity Objective:

Students learn to use vocabulary concerning vacations.

Language Needed

A. Content: vacation vocabulary (given in sample dialogues, which may be adapted to fit the vocabulary of
students) including: a la plage, a la montagne, chez mes
grands-parents, dans un pays etranger (a l'etranger, dans une colonie de vacances, en ville, etc.

Ou B. Linguistic Forms: II est interdit de + infinitive (as

a lexical item)

est-ce gu'on peut + info (as a lexical

item)

Specific Skills Addressed:

Listening, speaking

Suggested Time Frame:

15 minutes first day; 30 minutes final day

Materials Needed

Transparency or handout of student dialogues (samples attached); vacation props (optional) to be brought in by students.

Procedures
1. Provide students with appropriate questions and answers for selected vacation spots (sample mini-dialogues provided) and practice them through choral, group and individual repetition until students have learned the pronunciation. Limit repetition to a maximum of 15 minutes per day; use several days, if necessary.

96

2. Assign student groups of three to five to bring i~ props for the vacation scenes used in the mini-dialogues, each group providing props for one to two scenes to cover all possibilities. This assignment could be made on the first day of practice (Step 1), to be due several days later.
3. Set up students' props at various stations around the room, and have students go from scene to scene, practicing the appropriate mini-dialogue for each scene. Circulate to help students move quickly from scene to scene and to help with any problems in pronunciation.
Evaluation Methods
As a formal or informal evaluation, assign a pair of students to go to a particular scene and perform the mini-dialogue appropriate to that scene. Since students will not know which scenario they must perform until they are called on, they must be proficient in all the dialogues. Since the dialogues use the same basic pattern, they should not be difficult to memorize, yet they will provide practice with structure and vocabulary.
Springboard Activities
1. Let students choose a scene and write short sentences describing that scene and typical vactioners, what they're wearing, what the weather is like, etc.
2. Help students suggest other scenarios or mini-dialogues to practice.
3. Help students suggest various other infinitives to place after II est interdit de ... and then have class members identify the probable site for that restriction. Example:
( II est interdit de parler anglais ... -- ... dans la classe de francais.
Small poster-sized signs could be made by students for appropriate restrictions to be placed around the classroom for reference. Example:
DEFENSE DE ....
97

Sample Vacation Dialogues

A la plage:

--II est interdit de nager ici?

--Oui, c'est dangereux.

--Non, allez-y!

--Oll est-ce qu'on peut changer d'habits? --La-bas, dans la petite cabane.

(Vas-y!)

A la montagne:
Chez mes grands-parents:

--II est interdit de faire du ski ici?

--Oui, c'est dangereux.

--Non, allez-y!

--Oll est-ce qu'on peut louer des skis? --La-bas, dans la petite boutique.

--II est interdit de jouer dans Ie parc?

--Oui, c'est dangereux.

--Non, allez-yl

--Oll est-ce qu'on peut mettre les valises? --La-bas, dans la chambre bleue.

(Vas-y!) (Vas-y I)

En ville:

--II est interdit de traverser la rue maintenant?

--Oui, c'est dangereux.

--Non, allez-y! (Vas-y!)

--Oll est-ce qu'on peut trouver un plan de la ville? --La-bas, dans Ie petit kiosque.

A la campagne:

--II est interdit de jouer aves les petits anirnaux?

--Cui, c'est dangereux.

--Non, allez-y! (Vas-yl)

--Oll est-ce qu'on peut aller a la peche? --La-bas, dans Ie petit lac.

Dans un pays etranger:

--II est interdit de prendre de l'eau?

--Oui, c'est dangereux.

--Non, allez-y!

--Oll est-ce qu'on peut changer d'argent? --La-bas, dans la banque, au coin.

(Vas-y!)

Dans une colonie --II est interdit de faire une promenade dans la

de vacances:

foret?

--Cui, c'est dangereux.

--Non, allez-yl (Vas-yl)

--ell est-ce qu'on peut dorrnir? --La-bas, dans la petite tente.

98

TOpic:

Weather.!

Ouality Core Curriculum Function: Function B
Demonstrates, in oral or written form, some spontaneity and creative language use in response to an oral or written question or situation or a visual

Activity Objective
Students respond realistically to basic questions using topical vocabulary about the weather; they may manipulate memorized material to fit various situations.

Language Needed
A. Content: weather expressions; numbers 0-100; geographical expressions (e.g., north of, south of, on the coast, etc.); days of the week, today, tomorrow, recognition of selected activities (see Part B on handout)
B. Linguistic forms: weather expressions; present and future tenses

Specific Skills Addressed: Listening, reading, writing

Suggested Time Frame:

30 minutes

Materials Needed
Weather maps (Handout A found in Illustrations Packet, labeled "Weather.l"); activities handouts (B)

Procedures
1. Review weather expressions with students, using pictures, props, previously learned weather symbols, etc.

99

2. Distribute Handout A (Illustrations Packet) or place it on a previously prepared overhead transparency and exp~ains to students that these are weather predictions from a . newspaper. Handout A may be used as a reading or listening activity. To familiarize students with the maps, ask a few
weather-related questions such as

Quel temps fait-il aujourd'hui a Nantes?

Quelle Quelle

es va

t

eltaretelma pteermatpuerreataurLe idlelemaainujoauBrdo'rhdueai?ux?

3. Distribute Handout B and have students complete as directed, according to the information found on weather maps
from Handout A.

Evaluation Methods

After students complete the activities provided on Handout
B, use similar techniques to evaluate students formally. With slight changes in the information presented, this activity may be used for further practice or for formal
evaluation, as desired.

Springboard Activities
1. Have student pairs create their own weather maps by drawing symbols or placing cutout symbols on blank maps. Ask Student A in each pair to give oral weather statements about his or her map, which Student B draws or represents by placing cutout symbols on his or her blank map. Let students reverse roles and repeat. As a follow-up evaluation, give oral statements about the weather while students draw symbols on a blank map, which may be turned in for a grade.
2. Assign or allow students to select a city or region for which a weather map can be found. Have students research that city or region and write a plan of a day's activities, based on what there is to do in that place and the weather predicted. Example:
II pleut a Paris. Le matin je vais passer 3
heures au Louvre. Puis, je vais prendre Ie metro pour aller au Beaubourg. Je vais dejeuner au restaurant dans Ie Centre Pompidou, et puis je vais passer l'apres-midi ici, parce qu'il y a beaucoup d'expositions interessantes.
Note that the handout of weather maps is found in the Illustrations Packet.

100

Handout B (3 pages)

A. Quelle est la temperature?
Fahrenheit = Celsius x 9/5 + 32
(20 degres C x 9 = 180; 180/5 = 36 36+ 32 = 68 degres Fahrenheit)

Paris

Brest

Bordeaux

Marseille

aujourd'hui

C=

C=

F=

F=

C=

c=

F=

F=

jeudi

C=

C=

F=

F=

C=

C=

F=

F=

vendredi

C=

C=

F=

F=

C=

C=

F=

F=

B. Selon les cartes, ecrivez VRAI ou FAUX devant chaque phrase.

___________1. Aujourd'hui il fait du soleiI au sud de la France.

__________~2. Cette semaine il fait froid en France.

___________3. ___________4. ___________5.

Jeudi il va faire mauvais sur la Cote d'Azur.
Vendredi il va pleuvoir beaucoup a l'est.
C'est une bonne idee d'aller a la piscine
aujourd'hui.

___________6. II faut un parapluie aujourd'hui.

___________7. Vendredi on va faire un pique-nique pres de Dijon.

___________8. Jeudi il va faire beau au sud-ouest de la France.

101

Handout B (continued)

c. Regardez les cartes de meteo et choisissez Ie meilleur

jour (jeudi, vendredi, suivantes. Ecrivez Ie

aj ouuj or uar dg' hauu ci )h epdoeu r c hf aa qi ruee

les activites activite.

1. Vous etudiez a l'universite de Toulouse.
faire les devoirs aller au cinema jouer au tennis

2. Vous etes en vacances a Nice. aller a la plage
faire une promenade a bicyclette.
visiter Ie musee Chagall

3. Vous rendez visite a votre grand-mere qui habite pres

de Brest.

aller au concert a l'eglise

regarder la tele

aller au pare pour admirer les

fleurs

4. Vous passez la semaine avec vos parents a Strasbourg.
faire un pique-nique au bord du fleuve faire un tour de la ville en
autobus aller au musee

5.

Vous

etes

a

Paris

avec des passer

amis. l'apres-midi

a

la

terrasse

d'un cafe

visiter Ie Louvre

prendre Ie train pour Reims pour

l'apres-midi.

102

Handout B (continued)

D. Repondez aux questions suivantes selon les cartes de meteo.

Ou 1.

est-ce que j'habite? Aujourd'hui, il est nuageux;

Ou jeudi il fait du soleil. Vendredi, il pleut, mais il fait

25 degres C.

est-ce que j'habite?

2. QU'est-ce qui revient timidement au centre de la France aujourd'hui?

3. C'est probablement quelle saison?
4. Copiez chaque symbole dans la bo~te et ecrivez une phrase pour Ie symbole.

103

Topic:

Weather. 2

".~

Quality Core Curriculum Function: Function A

Understands and produces memorized sequences in oral and written form

Activity Objective
Students respond to basic questions about weather and respond to cues for weather.

Language Needed
A. Content: basic and supplemented weather vocabulary (authentic weather vocabulary included below); clothing vocabulary
B. Linguistic Forms: present tense verbs for weather

Specific Skills Addressed: Listening, speaking, reading

Suggested Time Frame:

30 minutes

Materials Needed
Transparency of weather vocabulary and symbols (provided in Illustrations Packet); cutouts of weather symbols; map; student activity handout (provided)

Procedures

1. Give a simple weather report, using familiar and new vocabulary, making sure, by extensive use of props, visuals and dramatizations, that students understand the vocabulary.

2. Reinforce new vocabulary words and expressions and relate them to the weather symbols, referring to the transparency made from the illustration. For efficient student learning, the teacher helps students associate new words with known vocabulary, as in the following examples.

ensoleille nuageux

Ie soleil Ie nuage

104

3. Have students repeat new words with correct pronunciation, first while looking at the words on the~ transparency and then when referring only to the weather symbol. 4. With the transparency in view for possible referral, make a weather statement and have a volunteer student select the cutout symbol and place it on the map. Repeat several times to practice all symbols, perhaps letting students read the statements as well. 5. After reminding students to read for key words, distribute the student activity handout. With the transparency still in view, ask students to read and draw the appropriate weather symbols in the space provided next to each forecast.
Evaluation Methods
Have student pairs compare their responses and ask for teacher explanation, if necessary. For more formal evaluation, read these same (in random order) or similar short forecasts and have students draw the appropriate symbol for each. Allow students to refer to the weather symbol transparency but not the the student activity handout.
105

Transparency (symbols and vocabulary) See original in the Illustrations Packet.

sunny clearings not too cloudy cloudy very cloudy snow showers storms mists, haze fogs rain ice

ensoleille eclaircies peu nuageux nuageux tres nuageuxi couvert neige averses orages brumes brouillards pluie verglas

106

Student Handout

Read the weather report and draw the appropriate weather symbol.

1. __________ Aujourd'hui, pluie sur toute la France.
Mettez un impermeable et n'oubliez pas Ie parapluie.

2.

--------

L'ete' grande

est bien chaleur.

la! Ensoleille avec Allez a la plage!

une

3. _________ Froid et neige au nord de la France. Mettez
un manteau bien chaud, des gants, et un chapeau en laine!

4. ________ Attention aux orages! II sont bien dangereux si vous etes dehors. Restez chez vous~

5. ________ Le temps est tres nuageux ce matin. Choisissez un bon livre pour l'apres-midi.

6.

Pendant la matinee, brumes et brouillards au

sud de la France. Conduisez prudemment!

7. __________ La temperature baisse ce soir. Possibilite
de verglas sur les routes. Roulez avec prudence!

8. _________ Des eclaircies pour Ie weekend. L'apres-midi sera peu nuageux. Bonnes promenades!

9. ________ La meteo announce pour demain: Nuages sur toute la France.

10.

Les Francais sortent leur parapluie. Averses

pendant toute la journee.

107

RESOURCE GUIDE - FRENCH I SELECTED BIBLIOGRAPHY
The following bibliography was taken from the ACTFL Selected Listing of Instructional Materials for Elementary and Secondary School Programs, developed by the American Council on the Teaching of Foreign Languages under a grant from the u.S. Department of Education. The descriptions of certain materials represent the opinions of the volunteers selected by ACTFL to review the materials. USE ACCENT PRINTER TO PRINT.
COMPUTER SOFTWARE
BATAILLE DE MOTS (for Apple, IBM, Commodore 64) Gessler Publishing, 1987 Two diskettes: program disk and data disk; user's manual
An exciting program that drills vocabulary associated with school, food, sports, travel, daily life and occupations. The five-part edition includes a word display that provides the meanings in English for verbs, nouns and adjectives for each of the six topics. An Editor Mode permits the teacher to add more words to the game.
CORRECT BEHAVIOR, THE FRENCH WAY Charlotte Fouati and Jared N. Sorenson Langenscheidt Publishers Inc., 1987
This program provides 28 different social blunders and multiple choice answers on how to avoid them. The social situations are culturally accurate and common. Interesting and useful feedback is provided after each answer.
FRENCH FACTS FOR FUN AND PRACTICE (for Apple) D.C. Heath and Company, 1988 One two-sided disk
Designed to review and expand students' awareness and knowledge of French culture. Adjusts to varying learning styles and tempos as students playas a Dnovice, D Dspecialist D or Dexpert. D Points are awarded as the timer clicks away. Drills on daily life, geography, places, monuments, history and accomplishments, the French-speaking world and French-American relationships. Adaptable to any level of instruction.
108

LE FRANCAIS PAR ORDINATEUR: En Vacances Arlene Krane, Philip Orenstein, et ale D.C. Heath and Company, 1984
Students are able to -go on a vacation using the computer as they seek out French-speaking countries such as Morocco, Martinique, Quebec and Switzerland. Various customs are presented as well as weather expressions and clothing.
LE FRANC,AIS PAR ORDINATEUR: En Ville Arlene Krane, Philip Orenstein, et ale D.C. Heath and Company, 1984
Provides a tour of a French city in which students make purchases and answer questions about the many shops and stores. The final drill requires -driving- a car around the city: turning, stopping and advancing as commands are given in French.
LET'S PRACTICE FRENCH (for Apple) W. Frank McArthur and Robert A. Quinn EMC Publishing, 1986 Three disks, program guide
The 1,000 most frequently used words in French are used in drills, focusing on cognates, verbs, numbers, expressions of time, and vocabulary of horne, school and travel. An excellent supplement for Level I French. Simulations, drill-and-practice and tutorial are used throughout.
QUELLE HEURE EST-IL? (for Apple) Thierry Bouret, et ale XXIst Century Software, 1987
A graphic representation of a large clock is presented as students have the option of choosing easy, medium or difficult lessons on telling time. Up to 50 separate presentations can be made for each lesson. The student is allowed two attempts to respond correctly.
UN REPAS FRANCAIS Arlene Krane, Philip Orenstein, et ale D. C. Heath and Company, 1984
A highly motivating program that provides students with an opportunity to learn the names of many common French foods and to select the proper answer in various drill situations. Students R shop in the market for fruits and vegetables.
109

TIC-TAC-SHOW - Levels I and Ii (for Apple or IBM) Geff Zawalkow, Peter Rowe, et ale McGraw Hill Book Co., 1986 Designed solely to provide students with a familiar, highly motivating and educationally sound drill and practice format. Provides a moderator who asks questions of students who play against each other. A large tic-tac-toe grid with numbers provides choices to win. The teacher may create additional exercises using material from a current text or supplementary
materials. Highly entertaining and fast-paced. Excellent for an overhead projection system that will allow entire class to play in teams.

GAMES/SIMULATIONS

1000 PICTURES FOR TEACHERS TO COpy Andrew Wright Addison Wesley Publishing Company, 1984.
Unreviewed.

128 pages.

A DECROCHER LA MACHOIRE - French Tongue Twisters World Press, Ltd., no date
A collection of activities using proverbs that make good learning material for games and various activities for the development of speaking skills. Appropriate for
grades six through 12.

FACE A FACE - Pair Work in French Michael Whalley Mary Glasgow Publications, Ltd., 1984
Teacher's guide, role-playing cards Functional-notional approach is used. Presents a variety of role-play situations that are culturally accurate. Begins with the simple and progresses to more difficult. Pairing and different degrees of difficulty allow for
maximum use of language and individualization. Can be used as an initial step toward communication in the language since it provides basic vocabulary and structures and also allows for personalization of activities after the initial phase. Designed for middle and high school students.

110

LANGUAGE VISUALS - A Teacher's Guide in English, Spanish, German, French and!talian National Textbook Company, 1979 60 cards, carrying case, teacher's manual
Large cardboard visuals with manual that suggests pedagogical activities for each, ranging from basic vocabulary questions to individualized ones. Most visuals are in color. For any audience.
SIGNPOSTS - FRENCH Edith Baer and Margaret Wightman Cambridge University Press, 1987. Sixth edition. 104 pages.
Pictures of different types of signs found in France followed by explanations in English of each sign, which provide a very useful cultural addition to the foreign language classroom.
SOlS ARITISTE: FA-1 La Table; FA-2 La Figure; FA-3 La Maison World Press, Ltd., no date Key, set of 25 copies
Well-presented and designed to develop reading skills, since drawing depends on ability to read directions. The game requires active participation on the part of the learner, and the level of interest and motivation is high. Highly recormnended for grades kindergarten through grade 12 and college students.
MAGAZINE/PERIODICAL
CLE Publisher: CLE International
In magazine format produced quarterly, it contains illustrated topical articles of varied length on French life and the Francophone world, as well as some games. Vocabulary words are given for familiar or slang words contained in the French explanations. Language is authentic, and the level of interest is aimed at adolescents. A pedagogical guide accompanies 10 copies.
111

POSTER

COLOR CODE FRENCH

An Innovative Approach to Teaching

Subject-Verb Agreement by Color Association

Pam Kaatz

Gessler Publishing Co.

13 visuals, pronoun cards

Unreviewed.

READER

BULLETINS: PREMIER NIVEAU - Sight Readings in French

Sidney Pellissier and William Flint Smith

Newbury House Publishers, 1985. 163 pages.

Emphasizes sight reading using authentic passages

averaging 155 words in length.

Prereading and

postreading activities are interesting and well-done.

Overall, a very useful supplementary tool for high school

or older beginners.

RONALD McDONALD DIT - Tout Ie Monde Connait

Robert J. Headrick Jr.

ACTFL Materials Center.

20 pages.

Unreviewed.

TEACHER MANUAL

CARTES SUR TABLE - Books 1 and 2

Rene Richterich and Brigette Suter

Hachette Publishing Co, no date

Guides d'utilisation, exercises complementaires

Layout,

especially the

thought-

and

conversation-provoking illustrations, is excellent.

Sections are color-coded for easy reference. At times,

attempts to incorporate aspects of Francophone culture

other than that of France, but not often enough. No

mention of the Louisiana or Caribbean French cultures.

Best utilized by a highly proficient teacher in a small

group environment that allows for frequent oral

participation of students. Also good for older,

adolescent beginners.

112

VIDEOCASSETTES

FRANCE FROM WITHIN Bernard Petit
Heinle & Heinle, 1987. First edition.
Tapescript, student study script Used as good support for all sorts of activities prepared by the teacher. Provides authentic cultural material and is presented in a natural way by native speakers who
express themselves spontaneously. Provides a much better communicative approach than most currently available audio-visuals. Can be used at all levels.

FRENCH CONNECTIONS Josephine Hayes Dean and Elizabeth Rich Josephine Dean Productions, 1988
An authentic and appealing film of students visiting Canada. It presents language learning as a positive experience.- Recommended for high school students.

FRENCH SPEAKING SWITZERLAND Teacher's Discovery, 1987. First edition.
Unreviewed.

LA MAREE ET SES SECRETS

BBC, Films Incorporated, 1985

Contains good cultural material.

The plots are

interesting, exposing students to daily life and language

of ordinary people. Excellent pictures, colors, sound,

good variety of speaking voices and other sounds. A

short summary introduces each episode. Designed for

middle or high school students of average ability.

OUR NEW PARIS VIDEO Teacher's Discovery
Unreviewed.

PARIS TODAY - Fashion Teacher's Discovery
Contains authentic visuals representative of the topic. English.

that All

are current and commentary is in

113

THE RCA ME PLAfT R VIDEO

Teacher's Discovery'

_

A listening program comprising clips from old films.

Humor is the key. Contains well-designed activi ties, but

the scope is limited. For grades seven through 12.

THE FRENCH WAY

Bernard Petit

Heinle & Heinle, 1986

Provides a systematic introduction to the way people in

France, Quebec and Montreal speak about everyday topics.

Material is in segments, beginning with how one

identifies oneself and progresses to fairly complex

interchanges. A brief introduction to each segment, in

English, is provided.

Cultural notes and brief

explanations point out gestures used. All segments are

taped on location. An excellent supplementary source of

information for all levels of instruction, from middle

school through college.

WORKBOOKS

ACTIVITES ECRITES - 1 Francoise Dangon, Jeanne Rogues-Briere, et al. Hatier Publishing, no date.
A set of easy exercises that derive from reading or guessing games. Exercises can be completed in single words, lists, short expressions or simple sentences. The topics cover daily student life and activities. Exercises focus on the development of vocabulary and simple structural practice but are contextualized and engage students' understanding, often making demands on cognitive ability. All in French. Recommended for novice students in grades five through eight.

ACTIVITES ECRITES - 2 Francoise Dangon, Jeanne Rogues-Briere, et al. Hatier Publishing, no date
A set of writing activities that are functional and contextualized. The result is a task, progressively organized, often derived from a reading activity. Exercises vary from list of words and expressions to sentences or short paragraphs. All rely on students' understanding, and many include solving problems and making decisions. They are communicative and pertain to simple written communication of daily life. All in French. Appropriate for students in grades seven through 10 and suited to low-intermediate writers.
114

Federal law prohibits discrimination on the basis of race, color or national origin (Title I of the Civil Rights Act of 1964); sex (Title IX of the Educational Amendments of 1972 and Title II of the Carl D. Perkins Vocational Education Act of 1984); or handicap (Section 504 of the Rehabilitation Act of 1973) in educational programs or activities receiving federal financial assistance.
Employees, students and the general public are hereby notified that the Georgia Department of Education does not discriminate in any educational programs or activities or in employment policies.
The following individuals have been designated as the employees responsible for coordinating the department's effort to implement this nondiscriminatory policy.
Title II - Vocational Equity Coordinator Tile VI - Bill Gambill, Associate State Superintendent of Schools, Coordinator Title IX - Ishmael Childs, Coordinator Section 504 - Wesley Boyd, Coordinator
Inquiries concerning the application of Title II, Title VI, Title IX or Section 504 may be addressed to the persons listed above at the Georgia Department of Education, Twin Towers East, Atlanta, 30334; to the Regional Office for Civil Rights, Atlanta 30323; or to the Director, Office for Civil Rights, Education Department, Washington, D.C. 20201

Illustrations Packet
to accompany the
French I Resource Guide
Division of Curriculum & Instruction Georgia Department of Education Atlanta, Georgia

Anjm~]sIPets.l

M.Le.n~he
Q

M. Apptrl

M.rie

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Q".. .~ 0........

IQ

Lve.

Valerie

Toi

T0"'\ arr'\~

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Animals/Pets.l

M. lertOtrt J.1. Apptt'i

Mar;e

:recut

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M.C~r'\
.~ &

Pi e..rre.

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11

Qassrnom Routine.1

Horaire personnel de LENOIR, Henri

lundi

8h

philosophie

9h15 maths

lOh30 anglais

llh45 fran~ais

mardi espagnol chimie anglais
fran~is

mercredi

jeudi

philosophie philosophie

maths

maths

anglais

anglais

vendredi
laboratoire de
chimie laboratorre
de chimie

samedi espagnol chimie

etudes ala anglais
bibliotheque

etudes

economie

fran~is

economie

Ih

dejeuner

education
3h20 physique

histoire

histoire

education physique

4h40 bibliotheque maths

etudes

maths

5h15 etudes

etudes

etudes

jogging

Days. Months. Seasons.l

lundi mardi mercredi jeudi
1

vendred samedi dimanche

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

Days, Months, Seasons.2
~

JANVIER LMMJVSD
123 4 5 6 . 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
FEVRIER
LMMJVSD 123
4 5 6 7 8 9 10' 11 12 13 14 15 15 17 18 19 20 21 22 23 24 25 26 27 28
MARS
LMMJVSD 123
4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
AVRIL LMMJVSD
1234567 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 .29 30

1991
MAl LMMJVSD
12345 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
JUIN LMMJVSD
12 3 4 5 6 789 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
JUILLET LMMJVSD
1234567 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
AOur
LMMJVSD 1 234
5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

SEPTEMBRE LMMJVSD
1 2 3 4 56 78
9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
OCTOBRE LMMJVSD
12345 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
NOVEMBRE LMMJVSD
123 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
OEcEMBRE LMMJVSD
1
2 3 456 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

Family.2

Handout A

You are going to live with a French family for one month this summer. Your French
friend has sent you a tape recording descnbing his family to you.
Listen to the tape and fill in the family tree below with the names ofthe family members. These French prenoms are listed below in alphabetical order to help you with the spelling.

Benoit

Gilbert

Helene

Henri

Louise

Michel (Michelle)

Monique Paul

Pauline

Serge

Therese

Geography.l
o ville.

LaFrance

Geograpby.l

La France

Geography.1

Rooms of the House.1
~[l '\-

Rooms ofthe House.2

a-
appa~etrt pariSieYI

chale.t s~s.se

HANDOUT FOR ROOMS OF THE HOUSE.2, SpringBoard

VENTES
I . APPARTEM<E>NTSiH .I > ... i/..... > ., .. ',-,." .........'<::-::.:':" ,.: ..:."
Rue Saint-Maur beau 2p., euis., s. de bains
2e etage sur rue 195.000F; credit;
43.11.14.34
OBERKAMPF 2 PCES entree, cuis., cab. de toil.
220.000F T.48.05.68.17
Pres DAUMESNIL grand 2 P., euis., we, bains ler etage, clair
135.000 F, credit 43.75.05.52
M.SIMPLON Beau 2 p., 45 m2,
tt eft, ase. Prix 450.000 F Tel. 42.98.54.35
MmeRiquet Rare 2P.
refait neuf, ensoleille 165.oooF
Tel. 84.47.81.10

GARCHES (92) Pptaire vd appt 3 pees
rez-de-ehaussee
T. 42.32.36.69
LEVALLOIS Part. vd imm. renove
2P. meublees 7, rue du Val du Marne
AVENDRE Appartements de 4 pieces
+ terrasse
Habitables immediatement Frais de notaire gratuits
offre valable jusqu'au 31-07-91 Renseign. et visite sur place TEL. 30.57.59.33
Avec ehauff. cent., individuel, 3.750 F/mois. Devenez pptaire d'un
appt 3 ehbres, sej. double, euis., w.e., foyer, 3 etages.
S'ADRESSER: Livry-Garnon
43.30.30.17
PROX.PARIS dans bon imm. appt. IP.,
euis., w.e., + eombles
amenageables, balcon, en
slsol cave Px 165.000F
ECI, T. 48.55.82.07

PROXMBTRO Agreable studio, euis. entier. equipee, w.e. s-bns separes, belle decoration, interphone; eh. invid.,
.gar., jard. 43.04.33.79
NANTERRE MAIRIE
beau pav. 5 p., euis., bains,
a sej., salle manger sep.,
tt eonfort, calme Rue de Bagnolet
libre Ie 15 juin 3.200 F/mois environ
43.56.62.19
fiE ST-DENIS Imm. ree. 3 p., bs/douehe,
we, balcon, park., cave, salon immense, eheminee
Px: 800.000F
68.56.18.22
AV. DE CLICHY
Part. loue studio 55 m2
Imm. neuf, 2.450 F TIC
43.03.44.45
SEINE-ET-LOIRE Maison ane., 5 pees, euis.,
w.e., garage, atelier,
grenier, potag., slsol total.
42.66.55.18

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: E.emple: 3 pees. 250.000 F

CRtDIT 100 % PD8811LE
'.: ';:ViSIt8 sur place: . 21, av. ~u.G6n.-de-Gaulle. AVON,
-----0111!', Tous Ie. jours de 10tl 18 h Nut dimanche et lundi.
,.... ..TtL CIC eO.71. .t.a..OO

Rooms ofthe House.2 (Springboard:Activity)

BAJlUEUE

12 HIlls- ..
........11

G~.Jl~H.!.~J!2) Ilez-dect'E ... . Ttl.: 42.Z1.3UII
'PWLreEwVd cAia.L. iLmmO. I,.Snovt
t ~. ~S. 47.511.12.21 MONTROUGe _ Z P. .
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A

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Prta : 100.000 F. Ttl. 43.72.10.10

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fW_n', YOeUoArlS-O,1H.oIloInre....

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Apprttrmenta 4 pitcer . ~ imMtdl. ._1l

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Avec: cIIEuIf. CenL i""iidurl 3.750 FImaIa. lIEYEnrz IIl*ire d'un rppl3 cIlbrrr. HI dbIr
S~'_ _tIo.ENtO~B~l.E='":'Clo:NuiI-

Cl .
V= =.~~.:::-
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.o::.=,r~o.ir....:. :.9:~.

".. LoIre. Pa 1 .000 F
Ttl . .80.58.33
.U.I.IG.E..N.1.' ..:.105mpn. alii....w..e.... bprriyn.
I Mel .... Irrd.. 4411.000 F - T.4Ul.72.:IO ~ PEYIII. 3 p.cult. .... we: cIlII. I........' Mel 410.000 F-42.23.OI.OII. Il-Ornir. p,yal. , . I p.c. br we: lIT'. EIEoIIOtrI 4110.000 F. 42.23.01.09.

NotcIling LIVRY~RGAH Ttl. : 43.30.52.13.
PANTIN PROX PARIS
dant lion ,""". tppl 1 P. cull.
.-c.. clcIle + COtIlbftI .........

PErt. wd -.. e:tlrtrnlIIIir.
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comm. et lranrp. 4UI.3U1

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l.EIoIASSON CONSEJL. .CLIZ.51
SPECIAL PETIT PX

PErt. wd .ppl3 p. ell

T ES_ UP.EARu-p8IEEd sdrst e(~

..
Ttl.

SEneY. Prix
: 16 II) 34.

: 3.2201. ."

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,15.1-5F.00p0 .F_~ en._.Y'.C21l1.O000%..

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t.a.t.. z

RUpE.,SeAuliHa.T "E'.A URDe. l... .102 0 F": ~ crt~ cli_ ~ 43...7.0..04.114

STUD, IOS_ AINT-_ ouEH . - IDEAL llI_nf ou 6rtit

:. OSERKAMPF Z PCU
-:O"~~: ~~,::.. .'.
~ 12' aTIIIII

lIudgrt. Prix 115.000 F

J.I.. 47..21171

.

PARC LA VILLETTE
C_";.)0rtccurIEnil..E.tlrI"E"l.i".ll
.000 F. Ttl. 47.511.2111

: PR~S DAUUESHIL
. - 2 P. CUi&.. _. lIrinr

.

.S.H. ).e.n,,.r

.ift.lm" .n. .. .$..iEn.

5trlldillg 111'..._

.-c. otpa.... brll. ~hon

,~. ttaoe. clair

435.000 F"TtI ..211.46.

ClM1.Qlll27l. IlI'l '" _ $ p.

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lralr compr. Ill) 43.76.71.25

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'2.400 F. cr jou, 11 1>-,.11

.aIt,. .000 F. credil 4370.04.114
!

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.<. dana tmlft. rtnowt. in..,.

1f7.500 F _ . erect. '01.

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;.~~.~..$;lM.PL~O~H rr.'
.COBERT. Ttl 42f7.C513
I,

I0Il '1.100 Fimoit. .211.46.41

. ..... Ilob/l FIt. lilt .. 2500 III'

: ..... S-l-:D:rn:iEI~im.lrn..,7tc2!;3.p~. ~C.

PClITOU PRClPIUtY'!
MAISON BOURGEOISE

e.. ~= ~"::.t~~cioEl=Ii 5 p.. _ ... PEl;', .. 2

: -. -..Cx .::-."..... 1&10 GROUP 42.2301.011

IC5.000 F

. . . . _ ; pIrnI.. Clll OIl lO.aao
.. UIIO _. Ttl. (II 43.l13.4"'1

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TERRAIN 13.600 " Crtd. PitR1O00GE""CO--I'IbIT, . 1... dEv.-_

ZPECES _ ~ CEIMt. 111'. RuE de ~ IIIIrr IE ,"' 8llOl. 3.D F _ _
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JIIOITEIlI. Ttl

,.22. . '

Parts of the Body.I
.

Parts of the Body.2

Parts of the Body.J-.
~

,
1 1 1 1
1 1 1 1
1 1 1 1
1 1 1 1
1 1 1 1
1 1 1 1
1 1 I

--~

Parts of the Body.2

Parts of the Body.2

Parts of the Body.2
~

Time.2

Time.2

Time.2

Time.2

Time.2

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11 12 1

10

2

9

3

8

4

7

5

6

Handout A

Weather.l

Weatber.2
,.Ii
"-",
,~j
'::: ~
J
III/II

ensoleille eclaircies peu nuageux nuageux courtes eclaircies tres nuageux ou couvert
nel.ge
averses orages brumes et brouillards / / / / / / pluie ou brume ~ verglas

Weatber.2

Division of Curriculum and Instruction Office of Instructional Services
Georgia Department of Education Atlanta, Georgia 30334-5040 (404) 656-2414